Implementation of Career- and College-Ready Requirements for High School Graduation in Washington. Appendixes. REL 2020-020

Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Northwest (ED); Education Northwest
Titel	Implementation of Career- and College-Ready Requirements for High School Graduation in Washington. Appendixes. REL 2020-020
Quelle	(2020), (34 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Program Implementation; Career Readiness; College Readiness; Graduation Requirements; High School Students; Educational Trends; High School Graduates; Outcomes of Education; Admission Criteria; Secondary School Science; Art Education; Second Language Learning; Individual Differences; Educational Policy; Educational Change; School Schedules; Social Differences; Racial Differences; Credits; Washington + Suchen Sie Ihr Suchwort? Abschlussordnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsentwicklung; Graduate; Graduates; Absolvent; Absolventin; Lernleistung; Schulerfolg; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Zweitsprachenerwerb; Individueller Unterschied; Politics of education; Bildungspolitik; Bildungsreform; Schulzeiteinteilung; Sozialer Unterschied; Rassenunterschied
Abstract	These are the appendixes for the report, "Implementation of Career- and College-Ready Requirements for High School Graduation in Washington" (ED606463). The study looked at differences in the percentages of 2018 graduates who met the requirements and of 2018 graduates who did not across student groups (by socioeconomic status, English learner status, race/ ethnicity, and prior achievement). It also examined changes in student academic outcomes for districts that had increased total, science, fine arts, or world languages credit requirements each year between the class of 2013 and the class of 2018. The study found that the percentage of districts that had implemented all the CCR graduation requirements increased from 9 percent for the class of 2018 to 56 percent for the class of 2019. The districts that had implemented the CCR graduation requirements for the class of 2018 tended to have more teachers and more courses per student across content areas than districts that had not. About 27 percent of 2018 graduates statewide met all the requirements; gaps across student groups suggest that barriers exist for students who are eligible for the national school lunch program and students who attend schools in which more than 75 percent of students are eligible, current English learner students, students of color, and students with low scores on grade 8 state assessments. Finally, district-level increases in total, science, fine arts, or world languages credit requirements between the class of 2013 and the class of 2018 showed little impact on student academic outcomes. Three appendixes are included: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED606463; for the study snapshot, see ED606468.] (ERIC).
Anmerkungen	Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01