A 50-state review of high school graduation requirements shows misalignment between the coursework necessary to receive a high school diploma and to be eligible for college admissions.
By at least one measure—rising high school graduation rates—educational attainment in the United States is the highest it has ever been. Without subsequent increases in college graduation youth employment and civic participation rates however questions persist around the quality of education that the high school diploma represents. And in light of recent scandals regarding graduation rate inflation in places such as Washington D.C. and other large school districts a deeper understanding is needed about high school graduation that takes into account more than simply how many students receive a diploma.
A high school education should ensure students are eligible for their chosen pathway of what comes next: college and careers as well as civic life. Put simply high school coursework requirements for a basic nonadvanced high school diploma matter because they create or stifle what is possible for students as they progress through and beyond high school.
To date^ the education reform debate has rightfully focused on standards defining what students should know and be able to do ensuring that expectations are high for all students and are aligned with college academic standards. At the same time the politicization and polarization of the Common Core State Standards dominated the debate. Little of substance about coursework requirements which is another important aspect of academic expectations^ received any attention in the education reform discussion^ save the media attention on graduation rate scandals. However^ rigorous academic standards mean little if students do not have to take courses that are aligned with standards’ full breadth.
Read more at the Center for American Progress: https://www.americanprogress.org/issues/education-k-12/reports/2018/04/02/447717/high-school-diplomas/