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Hoachlander, Gary – Learning Policy Institute, 2021
The Learning Policy Institute (LPI) conducted research in New Mexico to provide state leaders and stakeholders a research perspective on the challenges facing education and to identify evidence- based ways that state policy can address them. This report complements the main report, "Improving Education the New Mexico Way: An Evidence-Based…
Descriptors: College Readiness, Career Readiness, Vocational Education, Secondary Education
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Harris, Julie C.; Jonas, Deborah L.; Schmidt, Rebecca A. – Regional Educational Laboratory Appalachia, 2021
In Virginia, all high school students can earn either a Standard diploma or an Advanced Studies diploma, the latter being a college preparatory diploma. Starting in 2017, the Virginia Department of Education (VDOE) began requiring students graduating with the Standard diploma to earn a career and technical education (CTE) credential to encourage…
Descriptors: High School Graduates, Vocational Education, Credentials, Graduation Requirements
Sattem, Jennifer; Hyslop, Anne – Alliance for Excellent Education, 2021
Postsecondary education is vital to thrive, not just survive. Eighty percent of good-paying jobs require postsecondary education, and 56 percent require a bachelor's degree or higher. While the nation's high school graduation rate has reached an all-time high of 85 percent, students are insufficiently prepared for postsecondary education and the…
Descriptors: High School Students, Graduation Rate, Graduation Requirements, Graduation
Gao, Niu – Public Policy Institute of California, 2021
The abrupt shift to distance learning at the onset of the COVID-19 crisis exacerbated inequalities in California's K-12 system and added urgency to an ongoing discussion about the role of high school graduation policy in promoting equitable student outcomes. More rigorous graduation requirements, particularly in math and science, can improve…
Descriptors: COVID-19, Pandemics, Distance Education, Online Courses
Gao, Niu – Public Policy Institute of California, 2021
This is the technical appendix for the report, "Does Raising High School Graduation Requirements Improve Student Outcomes?" While high school graduation rates in California have increased in the past decade, nearly 40 percent of California high school graduates do not enroll in college; the disruptive impact of the pandemic has…
Descriptors: High School Graduates, Graduation Rate, Graduation Requirements, Enrollment
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Ma, Sai; Li, Yanrong; Zhang, Peipei – Higher Education Studies, 2021
Drawing on case study evidence, this article explores the development of compulsory courses in a China's high-level comprehensive university, which has achieved good results in the procedure of Quality Assessment of Undergraduate Education (QAUE) and China Discipline Ranking (CDR) issued by Ministry of Education (MOE). The general undergraduate…
Descriptors: Foreign Countries, Undergraduate Study, Required Courses, Majors (Students)
OECD Publishing, 2021
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools. Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning. With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is…
Descriptors: COVID-19, Pandemics, Educational Change, Educational Trends
Desruisseaux, Tara-Marie; Quinn, David M.; Nkansah-Amankra, Akua – Policy Analysis for California Education, PACE, 2020
We use data from the 2020 PACE/USC Rossier annual voter poll to report on California voters' attitudes towards educational equity policy initiatives, specifically: (a) increasing the number of public school teachers of color in California and (b) requiring all high school students in California to complete an ethnic studies course. A majority of…
Descriptors: Voting, Attitudes, Equal Education, Educational Policy
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Hart-Baldridge, Elizabeth – NACADA Journal, 2020
A considerable body of research connects students' college experiences to their interactions with a faculty member. Quality academic advising is key to student success and the faculty advisor is a valuable piece of the advisor-student interaction. To ensure student success through academic advising, it is important for institutions to understand…
Descriptors: College Faculty, Teacher Attitudes, Academic Advising, Faculty Advisers
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Johnson, Angela – American Educational Research Journal, 2020
Prior research shows that English learners (ELs) lag behind their peers in academic achievement and education attainment. The persisting gap is partly attributed to ELs' limited exposure to academic content. This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELs' access to academic…
Descriptors: Credits, English Language Learners, Program Effectiveness, Immigrants
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Judson, Eugene; Glassmeyer, Kristi – Computers in the Schools, 2020
In 37 states, an accepted computer science course may qualify or "flex" as a high school graduation requirement in lieu of a traditional requirement, such as mathematics. Applying a first- and second-order barriers framework (i.e., tangible impediments and personal beliefs), we examined views of 60 high school administrators. The…
Descriptors: Administrator Attitudes, Computer Science Education, Graduation Requirements, Mathematics Education
Association for Career and Technical Education (ACTE), 2020
On the federal and state levels, 2019 was an important year for Career Technical Education (CTE). In addition to creating their four-year state plans for the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V), at least 45 states and Palau enacted at least 208 policy actions related to CTE and career…
Descriptors: State Policy, Educational Policy, Vocational Education, Educational Finance
Tikina, Anna – British Columbia Council on Admissions and Transfer, 2020
The number of credits completed to earn a baccalaureate degree continues to be an important criterion for measuring the effectiveness and efficiency of transfer between post-secondary institutions. Many undergraduates -- both transfer and direct entry students -- complete more than 120 credits needed for a "traditional" degree. The…
Descriptors: Foreign Countries, Undergraduate Students, Bachelors Degrees, College Credits
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Hanson, Havala; Fantz, Traci – Regional Educational Laboratory Northwest, 2020
In 2014 the Washington state legislature approved career- and college-ready (CCR) requirements for high school graduation that better align with career pathways and with admissions standards at the state's public universities than previous requirements did. The CCR requirements increased the total number of credits needed to graduate, from 20 to…
Descriptors: Program Implementation, Career Readiness, College Readiness, Graduation Requirements
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Regional Educational Laboratory Northwest, 2020
These are the appendixes for the report, "Implementation of Career- and College-Ready Requirements for High School Graduation in Washington" (ED606463). The study looked at differences in the percentages of 2018 graduates who met the requirements and of 2018 graduates who did not across student groups (by socioeconomic status, English…
Descriptors: Program Implementation, Career Readiness, College Readiness, Graduation Requirements
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