Report Reveals College “Preparation Gap”

According to a report by the Center for American Progress, high-school graduation requirements in some states may fall short of admissions requirements for public universities. To understand the extent to which diploma requirements denote eligibility for a student’s chosen postsecondary pathway of choice, this report analyzes state high school graduation requirements for a basic, nonadvanced high school diploma. The authors organize their analysis into three main areas: years of study required by subject matter for high school graduation and state college admission; course type and sequence required by subject matter for high school graduation and state college admission; and how high school graduation requirements stack up against measures of quality. Answering these questions provides policymakers, educators, parents, and students with information about whether the high school diploma a student receives denotes eligibility for their postsecondary pathway of choice: admission to a state’s four-year public university system; further study in a career and technical education (CTE) field; or direct entry into a career or the military. The researchers state that ideally, the answers should be “yes” to both questions in every state.

Jimenez, L., & Sargrad, S. (2018). Are high school diplomas really a ticket to college and work?: An audit of state high school graduation requirements. Washington, D.C.: Center for American Progress. http://blogs.edweek.org/edweek/high_school_and_beyond/CAP-report-grad-requirements

Helping Teachers Apply State Standards

This report examines two key school supports that could help teachers address state standards in their instruction: curriculum requirements and school leader knowledge of standards.

Key findings highlighted in our report include:

-       The most commonly-required and recommended instructional materials for English language arts and mathematics are not always aligned closely with the major emphases of state standards.

-       Majorities of school leaders could not identify reading approaches that are aligned with most state standards.

-       School leaders had particular difficulty with identifying standards-aligned mathematics topics at higher grade levels in their schools. In addition, school leaders who reported requirements or recommendations for standards-aligned instructional materials were also better able to identify standards-aligned reading approaches.

The findings imply that states and districts should try to do more to ensure that the materials they recommend or require are closely aligned with their standards, as well as provide clear information about the materials that are most closely aligned with their standards.

Kaufman, J. H., & Tsai, T. (2018). School supports for teachers' implementation of state standards: Findings from the American school leader panel. Santa Monica, CA: RAND Corporation. https://www.rand.org/pubs/research_reports/RR2318.html