ERIC Number: ED304757
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Graduating from High School: New Standards in the States.
Center for Policy Research in Education.
This issue of CPRE Policy Briefs draws on a report by William Clune and others entitled "The Implementation and Effects of High School Graduation Requirements: First Steps Toward Curricular Reform." Evidence from this indepth study of the effects of education policies in six states indicates that state-mandated increases in minimum course requirements since 1980 have resulted in low- and middle-achieving students taking more classes in academic subject areas, but that the courses are at the basic, general, or remedial level and do not meet the goals of a high-quality, uniform curriculum proposed by "A Nation at Risk" and other reform reports. After an initial discussion of increased course requirements in 45 states, the middle section of the report evaluates the success of the new student standards by answering specific questions. The report concludes with a list of Clune's conclusions and recommendations: (1) streamline the core curriculum; (2) aim the curriculum at higher learning objectives; (3) pay special attention to instruction for middle- and low-achieving students; (4) use different policy instruments for different purposes; (5) design technical assistance for schools for improved content; (6) build an indicator system to track content and course-related achievement; (7) continue research on curriculum improvement; and (8) evaluate changes in the policymaking process. (TE)
Descriptors: Academic Achievement, Academic Standards, Core Curriculum, Curriculum Design, Curriculum Development, Educational Policy, Educational Quality, Graduation Requirements, High Schools, Low Achievement, State Standards
Publication Sales, Center for Policy Research in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901 (free).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Policymakers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Policy Research in Education.
Note: For the full report, see EA 020 755.