Research by ADP indicates that regardless if students go on to college or into the workforce after graduation, they still need the same knowledge and skills, particularly in English and mathematics. At a minimum, high school course requirements need to cover four years of rigorous English and four years of math, including Algebra I, Geometry, Algebra II, and data analysis and statistics.

While nearly every state requires students to study specific subjects for a certain number of years or to take specific courses to graduate, only recently has there been momentum in states to ensure that all students are graduating with a diploma signifying college and career readiness. Nineteen states have raised graduation requirements to include four years of rigorous English and math
through Algebra II and beyond.

Impetus for Change

States are being spurred on by concerns about the changing economy and the need to bolster economic competitiveness. Additionally, these efforts have been buoyed by new research that indicates that more rigorous study is crucial to reducing the achievement gap between white and minority students. Taking challenging math courses through at least Algebra II halves the gap in college completion rates between African American and Latino students and their white peers. (U.S. Department of Education)

Equally important, research shows that students who take more rigorous courses are significantly more likely to succeed in postsecondary education and the workplace than other students.

Higher-level skills are vital to postsecondary success …

• Students who take Algebra I, Geometry, Algebra II and one other higher-level course are much more likely to succeed in college-level mathematics. (ACT)
• College students who had to write a lot in high school, including term papers and research reports, say they are more prepared for college-level writing (79 percent). (Achieve)

… And to workplace success

• The vast majority (84 percent) of those who hold highly paid professional jobs have taken Algebra II or higher. (Educational Testing Service)
• Non-college students who took Algebra II or higher are far more likely to say they are prepared for the math they will face at work (68 percent). (Achieve)
• Three-quarters (75 percent) of non-college students who did a great deal of writing in high school say they are well prepared for the quality of writing expected at work. (Achieve)

Making a rigorous curriculum mandatory will improve access for minority students

• Among the high school graduating class of 2000, nearly half (47 percent) of white students and more than two-thirds (69 percent) of Asian students took a math course beyond Algebra II, but only 29 percent of American Indian, 31 percent of Latino and 32 percent of African American students did. (National Center for Education Statistics)

In communities where a college-preparatory curriculum is not required, disadvantaged students are less likely to be in schools that offer college-prep courses, may not know which courses they need to take, or may require approval of a guidance counselor or school administrator to enroll.

What States Are Doing

In recent years, there has been significant progress in the number of states moving toward requiring all students to complete a college-and career-ready curriculum. Nineteen states and the District of Columbia all have adopted college-and career-ready graduation requirements. In 2005, only states - Arkansas and Texas - had enacted graduation requirements for all students at the level of rigor that Achieve considers college and career ready, including four years of both rigorous English and mathematics, through content typically taught in Algebra II. Another 11 states report plans to adopt college- and career-ready graduation requirements in future years.

In the past year, three that previously had tiered-diploma systems – Georgia, North Carolina and Tennessee – adopted college- and career-ready graduation requirements for all students. Both Georgia and Tennessee had offered their high school students two pathways, a college-prep and tech-prep diploma, while North Carolina offered four pathways for students to choose from upon entering high school. These states have moved away from tracking students to ensure all graduate prepared for college and careers. North Carolina adopted a default diploma system, allowing students with parental and school support to opt-out of the advanced mathematics requirements, and Tennessee and Georgia adopted mandatory requirements with no opt-out provisions included.

Issues to Consider When Raising Graduation Requirements

• How to both raise graduation standards and graduation rates;
• Whether to make the graduation requirements mandatory for all students or to provide opt-out provisions, permitting students with parental and school consent to opt into a less rigorous set of courses;
• Awarding credit based demonstration of proficiency either in lieu of or in addition to seat time;
• Teaching rigorous courses in ways that are more engaging and relevant for students;
• Providing teachers with better training, professional development and instructional tools; and
• Creating a system of intensive and sustained student supports.