OVERVIEW HIGH SCHOOL COURSEWORK STANDARDS AND ASSESSMENTS POSTSECONDARY OPTIONS FOR HIGH SCHOOL STUDENTS K-16 AND BROAD POLICY EFFORTS CONCLUSION BOX 1 DIFFERENCES BY DISCIPLINE IN COURSE REQUIREMENTS FOR HIGH SCHOOL GRADUATION AND COLLEGE ADMISSIONS English/Language Arts: Both K-12 and higher education generally agree on the need to take four years of English. Higher education is clearer on the need to emphasize writing skills. Mathematics: Most K-12 systems require 2-3 years of mathematics, while most higher education systems require three. They are far apart on specific courses, with most of higher education wanting at least Algebra I, Geometry, and Algebra II, while most K-12 systems stop at Algebra I or Geometry Science: most K-12 systems require 2-3 years of science, but only a few require a laboratory course. Higher education more often emphasizes laboratory courses. Social Studies: this is typically not a problem area. Foreign Language: this is rarely required for high school graduation. About half of higher education systems have foreign language requirements. Typical requirements are two years. Source: National Association of System Heads, Aligning K-12 and Postsecondary Expectations: State Policy in Transition, 2002. High school coursework Coursework really matters Over twenty years ago, A Nation at Risk noted the failures of our education system and called for secondary students to complete a more rigorous curriculum—four years of English, three years each of mathematics, science, and social studies, and half a year of computer science, plus two years of a foreign language for college-bound students. Since then, research has repeatedly shown that students who take rigorous coursework in high school attend and succeed in college at greater rates. For two decades, ACT, Inc. research has documented the benefits of taking a core college-preparatory curriculum. Most recently, it has shown that taking certain “Courses for Success”—biology, chemistry, physics, and advanced math courses beyond Algebra II—have a strong impact on student performance and college readiness. ACT research has also shown that students at all achievement levels can benefit from taking rigorous courses.1 U.S. Department of Education research has reached a similar conclusion: the rigor of high school coursework, particularly in mathematics, is the best predictor of college completion. Specifically, finishing a course beyond the level of Algebra II more than doubles the odds that an entering college student will graduate. Significantly, the impact of taking a more intense high school curriculum on degree completion is far greater for African American and Latino students. For example, while only 45 percent of all African Americans entering a four-year college directly from high school will graduate, 73 percent of African Americans with a strong high school curriculum will do so.2 In terms of results, over past decades, there has been significant progress with respect to increasing the rigor of high school coursework, but much remains to be done. The percentage of students taking the curriculum advocated in A Nation at Risk (excluding computer science) has quadrupled, from 14 percent in 1982 to 56 percent in 1998.3 According to ACT, Inc., the pace of change is slowing down and the number of students taking its recommended core curriculum increased only two percentage points over the past decade.4 In terms of high-end courses, notable gains have continued in recent years, perhaps because there was so much room to improve. As late as 1992, for example, only 12 percent of students had taken Level 4 math (Trigonometry/Pre-Calculus) by graduation; by 2002 this had risen significantly to 41 percent.5 The nation is making strides in college and workforce preparation, but further progress is needed. Requirements matter: the role of K-12 Though many high school students achieve far beyond minimal expectations, it is common that students’ behavior is affected by what is required of them. Therefore, in deciding how high to set the bar, state policymakers directly affect the courses students will take. A recent study by Achieve, Inc. found that 42 states and the District of Columbia define minimum course-taking requirements for graduation, while eight states leave this decision to local school boards.6 (In many states, districts have the option of adding additional requirements.) Most often, the state sets a specific number of courses that must be taken, but not specifically which courses. The majority of states offer just one diploma for all students, while 18 states offer tiered diploma systems in which more rigorous coursework leads to a college-preparatory or advanced diploma. Research by the National Association of System Heads (NASH) found a great deal of variation among high school graduation requirements across states; for example, some states do not even require Algebra I while others require Algebra I, Geometry, and Algebra II/Trigonometry.7 It is significant that for the most part, state high school graduation requirements were developed when college-going was not the norm for most students and were set independent of college admissions requirements. States have been increasing graduation requirements over past decades, but with some concern that too stringent requirements might lead to higher high school dropout rates. These concerns need to be addressed and relevant data need to be collected, but such fears should not stand as a roadblock to higher expectations. Requirements matter: the role of higher education Historically, higher education institutions set their own admissions requirements, with no involvement by state agencies. States in which strong higher education systems existed were the exception. Minimum course requirements for college admission have varied widely, both within and across states. Over the past two decades, this has begun to change and currently 30 state coordinating or governing boards set minimum course requirements for college admissions. 8 (Typically, institutions and programs have the authority to add additional requirements.) The nation is moving in the right direction, but policymakers and education leaders have not yet reached consensus in terms of numbers and topics of courses needed for college. The need for greater alignment NASH found very little consensus between K-12 and higher education in the courses students should take in high school. [See Figure 1 above] Specifically, the sectors are closer on numbers of courses than on specific topics. [See Box 1 at left ] For example, while 10 states are aligned on the number of mathematics courses required, only Oklahoma is fully aligned in terms of course topics. Twenty-eight states are aligned on the number of English courses required, but only Georgia, Idaho, Kentucky, and Oklahoma fully align on topics.9 Without this alignment many students are confused and underprepared, and far too many end up in remedial classes in college. This is not simply an issue for four-year college students. “Open admissions” community colleges may admit all students, but those students still have to pass placement tests to qualify for college-level coursework. Furthermore, individuals entering the workforce are increasingly expected to have many of the same skills as college-goers. There is great urgency to address this issue for the benefit of the nation’s students. Promising approaches Two approaches to increasing alignment between high school graduation requirements and college admissions requirements are being tried: developing optional college-preparatory/advanced diplomas and recommending a college curriculum for all. Under the more incremental approach, eighteen states now offer college-preparatory or advanced diplomas that align more closely with college admissions requirements, though there is not necessarily perfect alignment.10 While the goal is to move more and more students into these diploma paths, some feel this approach leaves the historically disadvantaged student behind. The other—and more dramatic—approach is to require a college-preparatory curriculum as the “default” curriculum for all students. Students may be allowed to opt out of this path, typically with parental permission. A few school districts have had notable success with this approach. Cities such as San Jose, Houston, and El Paso have enrolled many more students in a college-preparatory core, raised student achievement levels, and held dropout rates constant.11 Several states have made strides with this approach: Arkansas (Smart Core), Indiana (Core 40), Texas (Recommended High School Program), and South Dakota (Advanced Curriculum).12 The National Commission on the High School Senior Year, American Diploma Project, and Pathways to College Network are among the national efforts endorsing the idea of a rigorous core curriculum for all. The primary cautions remain that quality teachers and academic and other support systems must be available to all students. When the right conditions are met, this approach can greatly enhance the preparation of all students for college and the workplace. A recent study by ACT, Inc. and Education Trust looked in detail at ten “successful” high schools, examining the components of high school courses that prepare students for successful entry into college.13 1 ACT, Inc. Crisis at the Core: Preparing All Students for College and Work (Iowa City, IA: author, 2004). 2 Adelman, Clifford, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment, (Washington, DC: U. S. Department of Education, 1999). 3 Olson, Lynn, “Quantity of Coursework Rises Since 1983,” Education Week, Vol. 22, Issue 32, April 23, 2003. 4 ACT, Inc., op cit. 5 Council of Chief State School Officers, State Indicators of Science and Mathematics Education, (Washington, DC: author, 2003). 6 Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, (Washington, DC: author, 2004). 7 Janis Somerville and Yun Yi, Aligning K-12 and Postsecondary Expectations: State Policy in Transition, (Washington, DC: National Association of System Heads, 2002). 8 Ibid. 9 Ibid. 10 Somerville and Yi, op. cit. provides details on advanced diplomas and comparisons to college admissions requirements. 11 Patte Barth, “A Common Core Curriculum for the New Century,” in Thinking K-16, Vol. 7, Issue 1 (Washington, DC: The Education Trust, 2003). 12 Achieve, Inc., The Expectations Gap, op. cit., and personal communication from Robert T. (Tad) Perry, Executive Director, South Dakota Board of Regents 13 ACT, Inc. and The Education Trust, On Course for Success: A Close Look at Selected High School Courses That Prepare All Students for College (Iowa City: IA, author, 2005). About AASCU Contact (PDF)