Describes Newfoundland's method of identifying discrepancies among high school graduation marks and the consequences for students of adjustments made to reduce the differences. Notes effect of size of school, random error, and influence of school or teacher on differences. Considers three sets of assumptions necessary for the analysis. (SB)

Presents findings from a national survey measuring the public's response to academic reform in secondary schools. Results show the public supports improvement of academic standards but also wants the existing structure and organization of schools to be maintained. Includes four tables. (MD)

Outlining procedures involved in arriving at a newly adopted curriculum for the Oak Park, Illinois, high school of which he is the associate principal in charge of instruction, the author argues the importance of developing a comprehensive vision of educational priorities before considering specific curricular components. (JBM)

Criticizes the acceptance of the error quotient in evaluating linguistic achievement in the current "uniform" graduation examination in English. Offers examples of the unsuitability of this requirement and calls for a new, more balanced solution. (Text is in German.) (IFS/WGA)

For the past twenty years, federal and state education departments and school districts have been engaged in efforts that have touched every phase of public education. People have seen the emergence of the standards movement, "high-stake" testing, and an emphasis on school accountability. Requirements for those entering the teaching…

This booklet is an explanation of what the Alaska High School Graduation Qualifying Examination means to Alaskans and how it fits into a larger school accountability reform initiative. The high school class of 2002 is the first group of students who will need to pass the High School Graduation Qualifying Examination to receive a high school…

This paper describes education reforms over the past 25 years, considering the consequences of earlier state-level standards. Most states introduced stricter, state-level standards for high school graduation in response to highly publicized concerns about student effort and public school quality. The key first wave of reforms consisted of a…

This document was produced through a partnership among business, education, and state government pursuing statewide improvement in the teaching and learning of K-12 mathematics and science through the implementation of national standards for science and mathematics and the Minnesota Graduation Standards. Opening Conversations is one public…

Recent research on student achievement conducted by the National Assessment for Educational Progress (NAEP) indicates that American students are deficient in reading, mathematics, writing, and other skills. To reverse this trend, the Accountable Curriculum, a program that raises expectations for students was created. The program is a departure…

This report to the Nevada State Legislature examines policies related to graduation for students with disabilities and the state testing process. An introductory section notes relevant federal and Nevada legislation and regulations. The next section reviews current statutory, regulatory, and administrative requirements regarding Nevada state…

This bulletin provides information to Missouri school districts on grading, credits, and graduation for students with disabilities. It reviews the difference between the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973, and discusses discrimination toward students with disabilities and its prohibition…

New Mexico defines a pathway as a planned program of study (course, Individualized Education Program [IEP] goals, objectives, and benchmarks) designed to address the needs of individual students. Students receiving special education services are able to earn their high school diploma option by following one of three pathways: Standard, Career…

High school graduation requirements in states throughout the U.S. were reviewed to better understand how well they align with what students need to be successful in college or the workplace. It was found that no state requires its graduates to take the courses that reflect the real-world demands of work and postsecondary education. …

There is a lot written about eligibility requirements, but almost all of it is about NCAA first year eligibility requirements and their impact on high schools. Much less is written about high school eligibility requirements and their impact on student performance. Coaches, parents, and educators offer many reasons for there to be lax or no…

Discusses the graduate engineering management program of Drexel University, including student characteristics, program objectives, academic requirements, and course options. Indicates that the program serves the demand for management talent by providing students with skills different from those of conventional programs. (CC)