Sentences with phrase «increased graduation requirements»

In fact, while one state (Illinois) made it easier to receive a diploma, 13 states actually increased their graduation requirements over that period of time.

Beginning in September 1996, Chicago increased its graduation requirements, mandating that all students complete three years of mathematics, three years of laboratory science, and one year of a foreign language, according to Cozette Buckney, the school system's chief education officer.

As a result, by 1992 nearly every state had increased its graduation requirements in the core academic areas.

And the «crisis» will be deepened by a gradual rise in the number of school - age children beginning in 1985, by increased graduation requirements in many states, and by an unusually...

Administrators have made it clear that their efforts predated the state «s efforts to increase graduation requirements.

«In sum, by increasing graduation requirements, San Diego and other districts have opened more doors to success.

Someone should remind our loquacious governor that he was instrumental in passing legislation that's eerily similar — i.e., inasmuch as CT students can't meet NCLB's Adequate Yearly Progress standards, CT will now raise those performance standards by embracing the Common Core, increasing graduation requirements, and eliminating developmental education for entering college freshmen who need extra help.

The most rapid rise in graduation rates occurred from 2006 to 2014, the peak years of exit and end - of - course examinations and an era when states were increasing graduation requirements, according to NCES data.

Not exact matches

As states across the U.S. move to adopt standardized tests as a means to determine grade promotion and school graduation, new research presented in the Harvard Educational Review shows that sole reliance on high - stakes tests as a graduation requirement may increase inequities among students by both race and gender.

The first - term Democrat cited tougher graduation requirements, increases in school funding, and an expansion of early - childhood education as accomplishments, in his speech to Illinois lawmakers.

They did not consider that the decline of the youth labor market, which had begun in the 1930s, may have been a far more powerful «push» on increasing high - school enrollments than the «pull» of easier courses and watered - down graduation requirements.

Previous waves of reform had focused on inputs, intentions, and regulation: boost the credentials and pay of teachers; increase course requirements for high - school graduation; mandate lower class sizes; etc..

By 1986, 45 states and the District of Columbia had raised high - school graduation requirements, 42 had increased math requirements, and 34 had boosted science requirements.

Substantial evidence from around the world has linked high - school exit exams to increased learning, but in the United States, where political pressures to relax graduation requirements have always kept the passing bar low, the evidence for their benefit has been inconclusive.

Yet the extent to which this increase was driven by states» new graduation requirements remains unclear.

Substantial progress has been made in the area of curriculum, where Risk «s recommendations could be fulfilled by rule changes, such as increasing requirements for graduation.

If increases in high school graduation requirements during the last quarter of the 20th century contributed to the stagnation in graduation rates, why did rates rise during the first decade of the 21st century, a period in which high school graduation requirements were not reduced and in some states were increased?

This line of reasoning has two parts: first, requirements for earning a high school diploma increased, and second, the expanded requirements had a negative impact on the graduation rate of vulnerable groups.

Previous waves of reform had focused on inputs, intentions, and regulation: Boost the credentials and pay of teachers; increase course requirements for high - school graduation; mandate lower class sizes; etc..

In Kentucky, a form of ILPs called the individual graduation plan (IGR) has been a requirement since 2002, and the state has seen a dramatic increase in completion rates since switching to a web - based platform in 2006.

For example, states with high - stakes high - school graduation requirements must find effective ways to intervene in high schools with high failure and / or dropout rates, even if the percentage of students passing the test increases significantly each year.

The authors conclude that these increased math skills «may have reduced the learning challenges [for vulnerable students] of completing high school graduation requirements.»

Education reform in the trenches: Increased academic course taking in high schools with lower achieving students in states with higher graduation requirements.

MyGraduationPlan ® tackles the special education challenges of increasing student participation in the IEP process, increasing graduation rates, reducing drop - out rates, and providing district monitoring for compliance requirements - all while helping students reach their potential.

The educators are there not only to build trust between themselves and the family but also to increase their awareness regarding student achievement, school support services, and, in particular, Giovanni's graduation requirements.

Exit exam requirements implicitly argue that raising the bar for graduation creates incentives both for students to work harder in school and for schools to increase their efforts for low - achieving students.

As states implemented increased course requirements for high school graduation, especially in math and science, the number of students taking classes in these subjects went up by 69 percent and 60 percent, respectively, between 1987 — 88 and 2007 — 08.

Besides standardizing data and defining requirements for graduation, Brodt and Bonsteel suggest giving parents more choices — vouchers, educational savings accounts, tax credit scholarships — to increase the probability of students buying into the educational process and working to gain the knowledge required to graduate.

The major planks of Mr. Dupree's improvement strategy have been the magnet programs in each elementary school, a redesign of graduation requirements, and increased rigor in all high school classes through the Cambridge International curriculum.

Among them: stringent graduation requirements, national standards, new approaches to how reading and math are taught, smaller classes, smaller schools, greater accountability through increased testing, and a focus on recruiting and retaining highly qualified teachers.

High school graduation rates did increase, but favorable demographic changes and the easing of requirements for receiving a diploma may have helped those improvements along (Ravitch, 2013).

This is due in large part to federal school classification requirements, which were specific by design to label and differentiate treatment of schools based on whether they met annual reading and math proficiency targets.2 This often led to narrow or simple pass / fail categorization systems based on schools meeting incrementally increasing state targets for test scores and graduation rates.

The policy solution that has garnered the most momentum to improve civics in recent years is a standard that requires high school students to pass the U.S. citizenship exam before graduation.6 According to this analysis, 17 states have taken this path.7 Yet, critics of a mandatory civics exam argue that the citizenship test does nothing to measure comprehension of the material8 and creates an additional barrier to high school graduation.9 Other states have adopted civics as a requirement for high school graduation, provided teachers with detailed civics curricula, offered community service as a graduation requirement, and increased the availability of Advance Placement (AP) U.S. government classes.10

For example, many voucher proponents point to other measures of voucher effectiveness, such as increased parent satisfaction.59 The U.S. Conference of Catholic Bishops, a strong proponent for expanding voucher programs as a way to increase enrollment in parochial schools, wrote in a letter to Sen. Marco Rubio (R - FL) and Rep. Todd Rokita (R - IN) that «parental surveys, the number of families renewing scholarships, student graduation and matriculation, and basic accounting requirements, for example, are sufficient to assess and maintain the integrity of the program.»

Another stream of inquiry in the late 1980s revisited the district role in response to increasing state policy interventions such as curricular standards, graduation requirements, standardized testing, teacher career ladders and new licensure requirements.

Despite increasing efforts to expand clinical programs like Queen's Business Law Clinic and Osgoode's public service graduation requirement, most law grads are still arriving on their first day of work with few practical skills.

Initiated and Implemented a Higher Order Thinking requirement; resulting in a 5 % overall increased graduation rate