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ERIC Number: ED393214
Record Type: RIE
Publication Date: 1995-May
Pages: 70
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Deserved, Defensible Diplomas: Lessons from High Schools with Competency-Based Graduation Requirements.
Nathan, Joe; And Others
This publication presents findings of a study that examined high schools with competency-based graduation systems. Data were obtained from interviews with officials at 29 schools in 17 states. Many of the schools were members of the Coalition of Essential Schools. Four schools are described in detail: Central Park East in New York City, New York; Mountain Open Living High School in Jefferson County, Colorado; St. Paul Open School in St. Paul, Minnesota; and Walden III in Racine, Wisconsin. Several factors affected the success of their competency-based programs: positive attitudes of higher education officials, parent and community support, opportunities for families to select schools, faculty involvement in developing required outcomes, willingness of the school to adjust the system, the development of a limited number of required skills and competencies, and school-district and state flexibility. It is recommended that colleges and universities rethink admissions criteria and establish new criteria based on student knowledge not accumulation of credits; that researchers compare college academic records of students from credit-based and competency-based graduation systems; and that families have the option to select from high schools that offer different kinds of graduation systems. Appendices contain a copy of the interview guide, school profiles, a statement drafted by the Coalition of Essential Schools, and a letter from the University of Minnesota president. (Contains 25 references.) (LMI)
Center for School Change, Hubert H. Humphrey Inst. of Public Affairs, University of Minnesota, 301 19th Ave. South, Minneapolis, MN 55455 ($9).
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Minnesota Univ., Minneapolis. Hubert H. Humphrey Inst. of Public Affairs.