Ready Texas: A Study HB5 Implementation in Texas and Implications for College Readiness

Autor/inn/en	Bojorquez, Hector; Bahena, Sofia
Institution	Intercultural Development Research Association
Titel	Ready Texas: A Study HB5 Implementation in Texas and Implications for College Readiness
Quelle	(2018), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Legislation; Educational Legislation; College Readiness; High School Students; Graduation; Graduation Requirements; Program Implementation; College Preparation; Program Evaluation; Program Effectiveness; Algebra; College Admission; Mathematics Education; Educational Indicators; Academic Achievement; College Planning; School Counseling; Curriculum; Texas + Suchen Sie Ihr Suchwort? Landesrecht; Bildungsrecht; Schulgesetz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschluss; Graduierung; Abschlussordnung; Programme evaluation; Programmevaluation; Hochschulzugang; Hochschulzulassung; Zulassung; Mathematische Bildung; Educational indicato; Bildungsindikator; Schulleistung; Studienplanung; School counselling; Pädagogische Beratung; Curricula; Lehrplan; Rahmenplan
Abstract	In 2013, the 83rd Texas Legislature established the Foundation High School Program, which allows for significant local variation in graduation planning and represents one of the most substantial changes to Texas curricula in recent history. The new policy (HB5) lowered graduation requirements for mathematics, science and social studies; implemented a new graduation requirement for career readiness, called endorsements; and added a "Distinguished Level of Achievement" designation that closely resembles the previous graduation requirements. Each one of these changes has implications for the future of Texas students. Lowering graduation requirements across the board could possibly affect college readiness and preparation. How these changes are implemented and what this implies for students, families and schools can have a deep impact on post-secondary preparation, access and completion, particularly for students underrepresented in degree attainment. With funding from the Greater Texas Foundation, the Intercultural Development Research Association conducted Ready Texas, a mixed-method study of HB5 implementation to examine: (1) Statewide, what effects has HB5 had on course-taking patterns, specifically Algebra II? (2) How are educators, families, and students in school districts navigating implementation of the new high school graduation requirements? What does this mean for post-secondary preparation? (ERIC).
Anmerkungen	Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01