Changing High School Graduation Requirements: Effects on Course-Taking, Student Achievement, and College Enrollment

• In Event: Roundtable Session 28
  In Roundtable Session: School Reforms

Abstract

In recent years state policymakers have increased high school course requirements—particularly in mathematics and science. This project examines whether stricter requirements have been effective at improving student outcomes. Student-level evidence from a recent Illinois reform suggests that higher requirements had little effect on trends in course-taking, student performance, and college enrollment. Our preliminary evidence suggests that state policymakers may be unrealistic in expecting that simply raising math and science graduation requirements will improve student outcomes. This shortcoming may reflect that the law primarily affects 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.

Authors

• Richard Buddin, ACT, Inc.

• Michelle Croft, ACT, Inc.