District-level increases in total, science, fine arts, or world languages credit requirements between 2012/13 and 2017/18 showed few relationships with student academic outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Credits attempted, credits earned, grade point averages, state assessment scores, and probabilities of on-time graduation, dropping out, or meeting public-university admission credit requirements varied little despite requirement increases. → Hanson 2020 q2 i? Some group-specific patterns emerged: increases in total credits were associated with at least a 0.5-credit increase in credits attempted and earned among American Indian/Alaska Native, Asian, and Black students, while world languages increases were associated with at least a 0.5-credit decrease in credits attempted for several groups and at least a 5-percentage-point decrease in four-year admission readiness for Asian students. → Hanson 2020 (2)

Evidence¶

Hanson 2020¶

Hanson, H., & Fantz, T. (2020). Implementation of career- and college-ready requirements for high school graduation in Washington (REL 2020–020). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/implementation-career-and-college-ready-requirements-high-school-graduation-washington

q2 · i? · associational · r3

Regression analysis of 2009/10–2017/18 OSPI student-level data with district fixed effects and controls for demographics, prior achievement, and school characteristics. Outcomes "varied little from year to year, despite increases in graduation requirements."

"Few relationships were found between district-level increases in total, science, fine arts, or world languages credit requirements for graduation between 2012/13 and 2017/18 and student academic outcomes (see table C4 in appendix C). On average, credits attempted, credits earned, grade point averages, state assessment scores, and the probability of graduating on time, dropping out, or meeting credit requirements for admission to a public four-year university in Washington varied little from year to year, despite increases in graduation requirements."

Hanson 2020 (2)¶

Hanson, H., & Fantz, T. (2020). Implementation of career- and college-ready requirements for high school graduation in Washington (REL 2020–020). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/implementation-career-and-college-ready-requirements-high-school-graduation-washington

q2 · i? · associational · r3

Group-specific regression results (table 2), all associations significant at p < .05. The report also notes positive associations, including at least 0.1 standard deviation increases in English language arts assessment scores for some groups with science, fine arts, or world languages increases.

"Increases in world languages credit requirements were associated with at least a 0.5 credit decrease in credits attempted for Asian students, Black students, Hispanic students, never English learner students, and students in distant schools (see table 2). Increases in fine arts credit requirements were associated with at least a 0.5 credit decrease in credits attempted and credits earned for Black students."

Discussion¶

Related Claims¶

• Among 2018 on-time graduates, the most frequently unmet CCR requirements were laboratory science (37 percent), fine arts (29 percent), and world languages (23 percent) — related