College Readiness as a Graduation Requirement: An Assessment of San Diego's Challenges

Autor/inn/en	Betts, Julian R.; Zau, Andrew C.; Bachofer, Karen Volz
Institution	Public Policy Institute of California
Titel	College Readiness as a Graduation Requirement: An Assessment of San Diego's Challenges
Quelle	(2013), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-58213-152-8
Schlagwörter	College Readiness; Graduation Requirements; High School Students; College Bound Students; Admission Criteria; College Admission; Graduation Rate; School Districts; Eligibility; Required Courses; Educational Policy; Access to Education; Gender Differences; California (San Diego) + Suchen Sie Ihr Suchwort? Abschlussordnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; School district; Schulbezirk; Eignung; Pflichtkurs; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterkonflikt
Abstract	To be considered for admission to the University of California (UC) or the California State University (CSU) system, high school students must complete all a-g courses with grades of C or higher. The a-g course sequence includes 30 semesters of UC-approved college preparatory coursework in seven subject areas, and completion indicates a high level of academic preparation. Recently, four large school districts (San Diego, Los Angeles, San Francisco, and Oakland) adopted new graduation policies requiring that students complete these courses to obtain a high school diploma. These policy changes are in part a response to concern expressed by the American Civil Liberties Union and other groups about wide variations in a-g completion rates across high schools in major urban districts. This study examines the potential effect of this bold change by analyzing the transcripts of students in the San Diego Unified School District. Focusing on the class of 2011, this report assesses how course-taking patterns need to change for the class of 2016. Findings from San Diego should inform implementation of new graduation policies in the other districts, in which a similar percentage of graduates meet UC/CSU admission eligibility requirements. (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	2020/1/01