What does the research say about the most important factors to consider in determining a set of high school graduation requirements?

Following an established REL Northeast & Islands research protocol, we conducted a search for recent research on criteria for high school graduation requirements. We focused on identifying resources that specifically addressed research on how graduation requirements impact graduation rates and students' future success as well as research on policies that states use in determining graduation requirements. The sources searched included ERIC and other federally funded databases and organizations, academic research databases, and general Internet search engines (For details, please see the methods section at the end of this memo.)

We have not evaluated the quality of references and the resources provided in this response and we offer them only for your reference. Because our search for references is based on the most commonly used resources of research, it is not comprehensive and other relevant references and resources may exist.

Research References

1. Daun-Barnett, N., & St. John, E. P. (2012). Constrained curriculum in high schools: The changing math standards and student achievement, high school graduation and college continuation. Education Policy Analysis Archives, 20(5).
   https://eric.ed.gov/?id=EJ971424
   From the abstract: “Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school. In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes--test scores on SAT math, high school completion, and college continuation rates. We employ two complementary analytic methods--fixed effects and difference in differences (DID)--on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.”
2. Jacob, B., Dynarski, S., Frank, K., & Schneider, B. (2017). Are expectations alone enough? Estimating the effect of a mandatory college-prep curriculum in Michigan. Educational Evaluation and Policy Analysis, 39(2), 333-360.
   https://eric.ed.gov/? id=EJ1139239
   From the abstract: “This article examines the impacts of the Michigan Merit Curriculum (MMC), a statewide college-preparatory curriculum that applies to the high school graduating class of 2011 and later. Our analyses suggest that the higher expectations embodied in the MMC had slight impact on student outcomes. Looking at student performance in the ACT, the only clear evidence of a change in academic performance comes in science. Our best estimates indicate that ACT science scores improved by 0.2 points (or roughly 0.04 SD) as a result of the MMC. Our estimates for high school completion are sensitive to the choice of specification, though some evidence suggests that the MMC reduced graduation for the least prepared students.”
3. Marchant, G. J., & Paulson, S. E. (2005). The relationship of high school graduation exams to graduation rates and SAT scores. Education Policy Analysis Archives, 13(6).
   https://eric.ed.gov/?id=EJ846516
   From the abstract: “The current study examined the effect of high school graduation exams on states' graduation rates, states' aggregated SAT scores, and individual students' SAT scores. Three data sources were used: One source identified states requiring a standardized test for graduation; the NCES provided state aggregated data on graduation rates for the class of 2002; and the College Board provided its 2001 SAT database for all test-takers. After controlling for students' demographic characteristics (e.g., race, family education and income, GPA and class rank), regression analyses revealed that states requiring graduation exams had lower graduation rates and lower SAT scores. Individually, students from states requiring a graduation exam performed more poorly on the SAT than did students from states not requiring an exam. The impact of high stakes tests' on students' motivation to stay in school and on the teaching of critical thinking skills (tested by the SAT) are discussed.”
4. Planty, M., Provasnik, S., and Daniel, B. (2007). High school coursetaking: Findings from the condition of education 2007 (NCES 2007-065). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
   https://eric.ed.gov/?id=ED497123
   From the abstract: “Using the national data from high school transcript studies conducted from 1982 to 2005, this special analysis addresses the following questions related to students' coursetaking patterns and trends during this period: (1) What do states require and what do schools offer for coursework?; (2) How many course credits do students earn by high school graduation, on average, and how has the number of credits changed, overall and by subject, since the 1980s?; (3) What percentage of high school graduates complete advanced courses in science, in mathematics, in English, and in foreign languages?; (4) Do these percentages vary across student characteristics, including sex, race/ethnicity, and school control?; (5) What is the coursetaking pattern in 9th and 10th grades for students who drop out compared with students who graduate?; and (6) What percentage of high school students take Advanced Placement (AP) examinations, and how well do they do? The first section of this special analysis describes state-level standards related to coursework and high school exit examinations in all 50 states and the District of Columbia, which is treated as a state in this analysis. This is followed by a discussion of the availability of advanced course offerings in public schools. Both requirements and offerings provide a context for examining the patterns of student coursetaking as they relate to minimum standards and expectations. The second section describes the number and types of credits that public and private high school graduates earned. It then examines the percentages and characteristics of public and private high school graduates who took advanced courses in science, mathematics, English, and foreign languages. The special analysis concludes with a summary of key findings. Technical notes and methodology are appended.”
5. Walston, J., Tucker, C., Ye, C., & Hoon Lee, D. (2017). Graduation exam participation and performance, graduation rates, and advanced coursetaking following changes in New Mexico graduation requirements, 2011–15 (REL 2018–277). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
   https://eric.ed.gov/?id=ED576327
   From the abstract: “The New Mexico graduation rate has lagged behind the national graduation rate in recent years. In 2015 the graduation rate was 69 percent in New Mexico and 83 percent nationwide (New Mexico Public Education Department, 2016; U.S. Department of Education, 2017). Of particular interest to education leaders in New Mexico are differences in graduation rates among American Indian (63 percent in 2015), Hispanic (67 percent), and White students (74 percent). Improving graduation rates among all student subgroups is a priority for New Mexico, as is ensuring that all students have the math and science knowledge and skills required for success in the 21st century workplace or in postsecondary education. This study responds to the Regional Educational Laboratory Southwest New Mexico Achievement Gap Research Alliance's and the New Mexico Public Education Department's interest in student performance on the graduation exam and in graduation rates among students at various levels of performance on the exam. The alliance and the department were also interested in patterns of enrollment in Algebra II and lab science courses, along with the four-year graduation rate among students who take and those who do not take these additional courses. The study reports student participation in the graduation exam and proficiency rates (the percentage of students who score proficient or better) for each section and provides the four-year graduation rate among the last cohort that took the old exam (the 2011 cohort) and among the four cohorts that took the new exam (the 2012-15 cohorts). The study also reports the percentage of students who took Algebra II and two lab science courses and the graduation rate among the 2014 and 2015 cohorts, which were subject to the new math and science course requirements. Results are reported by cohort overall and by gender, race/ethnicity, eligibility for the federal school lunch program (a proxy for socioeconomic deprivation), and English learner status. The study does not provide evidence on the causal impact of the changes to graduation requirements. Changes to graduation requirements, such as the ones enacted in New Mexico, are usually intended to motivate positive change, such as better student performance and higher enrollment in more-challenging courses. The study findings show that the overall direction of change is positive for graduation exam performance, advanced course enrollment, and graduation rates but that differences exist across subgroups. The differences may have implications for targeting resources and services to students most in need of support for staying in school and fulfilling graduation requirements.”

Additional Organizations to Consult

Center on Standards and Assessment Implementation (CSAI). https://www.csai-online.org/
From the website: “A core feature of CSAI's research activities is our continual monitoring of states' policies and activities to support the implementation of their college and career readiness standards and assessments. We leverage the resources available from a range of federal networks, including the Regional Educational Laboratories, Equity Assistance Centers, and our partner comprehensive centers, to provide the most up-to-date information about states' standards, assessment, and accountability systems.”

Selected reference:

CSAI. (2016). High school graduation requirements in a time of college and career readiness. San Francisco, CA: Center on Standards and Assessment Implementation, WestEd.
https://eric.ed.gov/?id=ED570363
From the abstract: “Ensuring that students graduate high school prepared for college and careers has become a national priority in the last decade. To support this goal, states have adopted rigorous college and career readiness (CCR) standards in English language arts (ELA) and mathematics. Additionally, states have begun to require students to pass assessments, in addition to specific coursework, in order to earn a high school diploma. This report aims to explore the definition(s) of college and career readiness across states and the efforts that states are currently engaging in to ensure that students graduate from high school ready for college and careers. The following are appended: (1) States' College and/or Career Readiness Definitions; (2) States' High School Graduation Requirements--Coursework; (3) Course Requirements for College Admission in Selected States (n = 10); and (4) States' High School Graduation Requirements--Assessments.”

Education Commission of the States. https://www.ecs.org/
From the website: “Education Commission of the States continues to partner with education policy leaders to address issues by sharing resources and expertise. We are proud to serve both the people who develop and implement education policy and the students who directly benefit from effective policy change.”

Selected reference:

Macdonald, H., Dounay Zinth, J., & Pompelia, S. (2019). 50-State comparison: High school graduation requirements Denver, CO: Education Commission of the States.
http://www.ecs.org/high-school-graduation-requirements/
From the introduction: “This resource provides an overview of state high school graduation requirements. Nearly all states require students to complete a certain number of units per course to earn a standard diploma in the state; but courses, units and assessments outside of exit exams and diploma options vary. Education Commission of the States researched a range of policies — including state statute, state regulations, department guidelines, state standards and state board rules — to create this 50-State Comparison.”

Stanford Center for Opportunity Policy in Education (SCOPE). https://edpolicy.stanford.edu/
From the website: “The Stanford Center for Opportunity Policy in Education (SCOPE) fosters research, policy, and practice to advance high-quality, equitable education systems in the United States and internationally. SCOPE engages in research and develops authentic relationships with educators, organizations, and policymakers to address pressing problems of equity, opportunity and quality in education.”

Selected reference:

Darling-Hammond L., Rustique-Forrester E., & Pecheone, R. (2005). Multiple measures approaches to high school graduation Stanford, CA: School Redesign Network, Stanford Center for Opportunity Policy in Education.
https://edpolicy.stanford.edu/library/publications/238
From the abstract: “This report shows how the design of high school graduation policies can have important consequences for teaching, learning, and student attainment. It contrasts the results of single-test approaches to graduation with those of states using a broader range of measures to award a high school diploma. The report profiles the assessment systems of 27 states, describing policy strategies that have been developed to enhance rigor in the high school program while providing diverse means for students to demonstrate their learning. These assessment systems seek to evaluate the full range of state learning standards, including higher-order thinking and performance skills, and they provide teachers with useful and timely information about student learning, which is essential to classroom teaching and school improvement. In general, multiple measures approaches to high school graduation have helped to raise achievement without increasing dropout rates, thus improving education for more students and addressing one of the concerns about test-only approaches to determine eligibility for graduation.”

Methods

Keywords and Search Strings

The following keywords and search strings were used to search the reference databases and other sources:

High school graduation requirements

High school graduation requirements AND reform

High school course requirements

Graduation requirements AND college and career readiness

Graduation requirements AND college course alignment

Alternative graduation requirements

Exit examination requirement

Databases and Resources

We searched ERIC for relevant resources. ERIC is a free online library of over 1.6 million citations of education research sponsored by the Institute of Education Sciences. Additionally, we searched Google Scholar and PsychInfo.

Reference Search and Selection Criteria

When we were searching and reviewing resources, we considered the following criteria:

Date of the publication: References and resources published for last 15 years, from 2005 to present, were included in the search and review.

Search Priorities of Reference Sources: Search priority is given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, academic databases, including WWC, ERIC, and NCEE.

Methodology: The following methodological priorities/considerations were given in the review and selection of the references: (a) study types – randomized control trials, quasi experiments, surveys, descriptive data analyses, literature reviews, policy briefs, etc., generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected, etc.), study duration, etc.; (c) limitations, generalizability of the findings and conclusions, etc.