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Maryland's graduation requirements : local effects of policy reform

Author: Bruce L Wilson; Gretchen B Rossman; Lynne Aducci; Educational Resources Information Center (U.S.)
Publisher: Philadelphia, PA : Research for Better Schools ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1991]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
In 1985, Maryland became one of 45 states that enacted new and tougher graduation requirements. This document presents findings of a 4-year study that examined the effects of the new requirements on local schools and the students and staff who work in them. Three site visits each were made to five selected high schools. Data collection included: (1) a total of 850 interviews with administrators, staff, teachers, and  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Bruce L Wilson; Gretchen B Rossman; Lynne Aducci; Educational Resources Information Center (U.S.)
OCLC Number: 32657198
Notes: Distributed to depository libraries in microfiche.
Shipping list no.: 95-0328-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1995]. 4 microfiches.
Description: 1 volume
Responsibility: Bruce L. Wilson, Gretchen B. Rossman, Lynne Adduci.

Abstract:

In 1985, Maryland became one of 45 states that enacted new and tougher graduation requirements. This document presents findings of a 4-year study that examined the effects of the new requirements on local schools and the students and staff who work in them. Three site visits each were made to five selected high schools. Data collection included: (1) a total of 850 interviews with administrators, staff, teachers, and students; (2) student transcript analysis (a comparison of the cohort of 1986 with that of 1989); (3) school document analysis; and (4) interviews with state Department of Education staff and High School Commission members. Findings indicate that schools varied greatly in their responses to the policy changes. Students in higher academic tracks appeared to benefit more from schooling than did those in the general track, and the student sorting systems did not decrease as a result of the changed requirements. Neither did the new requirements positively affect the existing patterns of student exclusion by race, gender, and academic performance. Finally, the higher education and business communities did not perceive the positive impacts of the new standards. Recommendations are as follows: (1) fully consider local context needs when implementing policy goals; (2) establish information flow that improves and promotes equity; and (3) specifically address at-risk students in the policy. Fifty-one tables and two figures are included. Appendices contain a copy of the high school graduation bylaws; information on research methods and sample sizes; samples of the interview protocols and the transcript coding form; and statistical data. (Contains 104 references.) (Lmi).

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