ERIC Number: ED560234
Record Type: Non-Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 32
Do Stricter High School Graduation Requirements Improve College Readiness? ACT Working Paper Series. WP-2014-1
Buddin, Richard; Croft, Michelle
In recent years, state policymakers have increased high school course requirements--particularly in mathematics and science. This research examines whether stricter requirements have been effective at improving student outcomes. Student-level evidence from a state's recent reform suggests that higher requirements had little effect on trends in course-taking, student performance, and college enrollment. Our evidence suggests that state policies that simply raise math and science graduation requirement may not be effective alone for improving student outcomes. This shortcoming may reflect that the laws primarily affect lower-ability and less-motivated students who often have weaker preparation for advanced coursework. Districts and states may require greater efforts at preparing these students for advanced coursework or redesigning the curriculum to improve student outcomes.
Descriptors: Graduation Requirements, School Districts, Student Motivation, Outcomes of Education, College Attendance, Curriculum Design, High School Students, Academic Achievement, Trend Analysis, Mathematics Education, Science Education, Educational Trends, Educational Policy, Advanced Courses, Educational Change, Academic Ability, STEM Education, College Readiness, College Entrance Examinations, Statistical Analysis
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Authoring Institution: ACT, Inc.
Identifiers - Assessments and Surveys: ACT Assessment