Raising graduation bar poses challenges for school districts
Parents from Familias Unidas rally outside LAUSD headquarters in 2010 to promote college readiness.
Graduating more college-ready students ranks as one of most important education initiatives in California, leading Los Angeles Unified School District to implement a sweeping plan requiring all students to complete a college-prep curriculum before they earn a diploma.
In 2005 the nation’s second-largest district joined a growing number in the state that began aligning their graduation requirements with the A-G sequence, the minimum standards needed for admission into the University of California and California State University systems and other four-year colleges and universities.
But like many of the other districts, Los Angeles Unified struggled to implement the new requirement. Officials said they miscalculated the large number of students who would have trouble with the college-prep coursework. The loss in state funding caused by the recession hampered other districts’ efforts to add intervention programs, making them reluctant to punish students who could not meet the tougher targets.
Los Angeles Unified eventually adjusted its ambitious plan after officials realized that far too many students were at risk of not graduating. More than 65,000 students were funneled into summer school this year because they were behind on credits.
Other districts that require the A-G sequence have also eased their standards. They include allowing Ds in college-prep courses to count toward graduation credits, even as UC and CSU accept only Cs or higher. Some districts allow students to opt out of the A-G curriculum altogether if they decide college might not be their ultimate path, creating a two-tiered system.
These loopholes essentially render districts’ college-prep curriculum meaningless if many students still can’t qualify for four-year colleges after graduation, some critics said. Also, asking more of students academically and then failing to provide them with the needed resources sets up many for failure, they said.
But supporters of the A-G graduation requirements said the best way to ensure more students from diverse backgrounds attend college is to increase what’s asked of them. And the progress made so far has led to more college-ready students. Statewide, the number of UC/CSU-eligible graduates has grown by 24 percent over the past decade, with districts adopting the A-G curriculum seeing some of the largest increases, according to state Department of Education figures.
‘LEVELING THE PLAYING FIELD’ WITH A-G
(Click on the picture to see a larger image) California’s minimum graduation requirements and how they compare with A-G coursework.
California’s minimum graduation requirements have largely remained unchanged since 2003 even as business leaders, politicians and activists have called for high schools to produce more college-ready graduates.
In response, at least a dozen districts across the state increased the requirements for diplomas. Some districts adopted the A-G sequence – a series of 15 college-prep courses in English, math, science, foreign language and other core electives – created by the UC system and used by CSU to give students and schools a clear understanding of the coursework needed for college admission.
In 1998, San Jose Unified became the first district to align graduation requirements with A-G coursework, starting with its graduating class of 2002. District leaders said that too few Latinos where graduating eligible to apply for four-year schools. In 1998, about 20 percent of Latino students graduated eligible for UC and CSU admission, compared to the districtwide rate of 38 percent. The policy change allowed the district to “level the playing field” while increasing the overall number of college-ready students, officials said.
The district saw modest gains by 2002, with the number of Latinos graduating UC/CSU-eligible increasing to about 25 percent, while the districtwide rate rose to 40 percent. (The district initially reported that for 2002 the Latino UC/CSU-eligible rate increased to 44 percent and the districtwide rate grew to 65 percent. But officials later said they mistakenly included in those figures students who earned Ds in A-G coursework.) The district’s UC/CSU-eligible rates continued to climb gradually in subsequent years.
After San Jose Unified made A-G coursework the default graduation requirement, at least a dozen other districts followed. They include some of California’s largest: Los Angeles Unified, San Diego Unified, Santa Ana Unified, San Francisco Unified and Oakland Unified. Others includeRaising graduation bar poses challenges for school districts | EdSource:
