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ERIC Number: ED484261
Record Type: Non-Journal
Publication Date: 2005-Feb
Pages: 4
Abstractor: ERIC
High School Graduation Requirements and Students with Disabilities. Developments in Secondary Education and Transition. Information Brief. Vol. 4, Issue 2.
Johnson, David R.; Thurlow, Martha; Cosio, Anna; Bremer, Christine D.
National Center on Secondary Education and Transition, University of Minnesota (NCSET)
High school graduation requirements vary from state to state and district to district across the United States. These requirements establish criteria that students must meet in order to obtain diplomas or certificates of completion. An increasingly common graduation requirement is the achievement of a passing score on an exit exam, a practice often referred to as high-stakes testing. With the implementation of the No Child Left Behind Act (NCLB) signed into law by President George W. Bush in 2002, schools are required to test students to document their academic progress. Schools have also been mandated by this legislation to increase rates of graduation. To comply with the Individuals with Disabilities Education Act (IDEA), states must include all students in achievement testing, including students with disabilities. Policy makers hold varying opinions about what should be required for graduation from high school, whether the same requirements should apply to all students, and how these requirements should be determined. The area of high-stakes testing fosters debate, with individuals on both sides presenting reasoned arguments. A study was conducted in which representatives from all states were asked how their state determines graduation requirements and the role that high-stakes testing played in those requirements. Information specifically pertaining to students with disabilities was also collected. The viewpoints of both proponents and opponents of high-stakes testing are presented in the study, and the findings of that study are summarized in this brief.
National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pilsbury Dr. SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; Web site:; e-mail:
Publication Type: Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: U.S. Department of Education, Office of Special Education Programs
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.
Grant or Contract Numbers: N/A