The present study was undertaken to update what is known about the status of graduation policies across the nation. It follows up on previous work, the last such study having been conducted in 2011 (Johnson, Thurlow, & Schuelka, 2012). Three research questions served as the focus of this national study of high school graduation requirements and diploma options for students with and without disabilities: (1) What is the range and variation in state graduation requirements and diploma options across the United States for students with and without disabilities? (2) What are the intended and unintended consequences for students when they are required to pass exit exams to receive a high school diploma? and (3) What are the intended and unintended consequences of using single or multiple diploma options for students with disabilities? Responses were collected from states via an online survey that contained questions aligned to previous surveys. Respondents were state directors of special education or their designees in all 50 states, the District of Columbia, and two territories, the Virgin Islands and Micronesia. Results indicated some changes in graduation requirements and diploma options from the previous survey. Trends found include: (1) There is a strong increasing trend in states providing diploma options exclusively for youth with disabilities; (2) There has been a break in trend in states increasing graduation requirements; and (3) The exit exam requirement is becoming less common for students with disabilities. Recommendations based on the findings conclude the report.