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)¶

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

Subclaims¶

q2 i? Laboratory science, fine arts, and world languages were the requirements most often unmet by 2018 on-time graduates, and credit gaps in these areas mirrored group disparities (e.g., 21 percent of high-poverty-school students earned two laboratory science credits versus 79 percent in low-poverty schools). → Hanson 2020

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

Descriptive analysis of 2018 graduate transcripts (table C2). The report adds that 21 percent of students in high-poverty schools earned at least two laboratory science credits versus 79 percent in low-poverty schools, and 53 percent of current English learner students met the world languages requirement versus 81 percent of former and 78 percent of never English learner students.

"Among on-time 2018 graduates the most frequently unmet requirements were in laboratory science (37 percent did not meet), fine arts (29 percent did not meet), and world languages (23 percent did not meet; see table C2 in appendix C)."

Discussion¶

Related Claims¶

• About 27 percent of 2018 graduates statewide met all CCR graduation requirements, with gaps by socioeconomic status, English learner status, race/ethnicity, and prior achievement — related
• 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 — related