Assess district capacity (students per teacher and class periods per day) and learn from early implementer districts before scaling credit-requirement changes¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report suggests state leaders assess districts' capacity to implement the CCR graduation requirements and explore ways to strengthen it, since early implementers had "fewer students per teacher and more class periods per day, on average," implying more capacity to offer credit-earning opportunities. It recommends follow-up investigations of obstacles, including physical and human capital resources, and asking early implementer districts how they implemented early.

Design Implications¶

Context¶

Requirements¶

• Data on educator workforce, course offerings, and scheduling capacity at the district and school level

Constraints¶

• The report notes small rural schools tend to have more challenges recruiting educators with specific endorsements, particularly in STEM content areas

Target Learners¶

• High school students in districts implementing increased graduation requirements

Target Learning Goals¶

• Access to required courses across content areas needed for graduation

Claims¶

• Rural Utah districts had smaller average class sizes and student-to-teacher ratios, but far fewer unique advanced courses per secondary school, than non-rural districts from 2012 to 2017 [+W]

Related Strategies¶

• Build district capacity so improvement gains are sustained without direct external supports

Examples¶

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Key Sources¶

• 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