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ERIC Number: ED494733
Record Type: Non-Journal
Publication Date: 2004
Pages: 128
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Ready or Not: Creating a High School Diploma that Counts
Achieve, Inc.
The High School diploma has lost its value because what it takes to earn one is disconnected from what it takes for graduates to compete successfully beyond high school--either in the classroom or in the workplace. Re-establishing the value of the diploma will require the creation of an inextricable link between high school exit expectations and the intellectual challenges that graduates invariably will face in credit-bearing college courses or in high-performance, high-growth jobs. This report presents the starting point for restoring the value of the American high school diploma by describing in specific terms the English and mathematics that graduates must have mastered by the time they leave high school if they expect to succeed in postsecondary education or in high-performance, high-growth jobs. The report also presents actual workplace tasks and postsecondary assignments that illustrate the practical application of the "must-have" competencies described in the benchmarks themselves. The American Diploma Project's college and workplace readiness benchmarks offer the solid foundation upon which states can raise academic expectations and build education systems that will enable students to reach these goals. Without clear academic expectations that have currency beyond 12th grade--as those described in this report do--states' efforts to improve high schools undoubtedly will fail. (Contains 17 endnotes.) [This report was prepared by The American Diploma Project (ADP) at Achieve, Inc.]
Achieve, Inc. 1775 Eye Street NW Suite 410, Washington, DC 20006. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.achieve.org
Publication Type: Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: William and Flora Hewlett Foundation, Palo Alto, CA.
Authoring Institution: Achieve, Inc., Washington, DC.; Education Trust, Washington, DC.; Thomas B. Fordham Foundation, Washington, DC.
IES Cited: ED497793