Who Participates in High School Career Academies?

2014 ◽  
Vol 5 (3) ◽  
pp. 66-81
Author(s):  
E. Daniel Cox ◽  
Victor Hernández-Gantes ◽  
Edward C. Fletcher Jr.
Keyword(s):  
High School ◽  
Gender Gap ◽  
Minority Groups ◽  
Graduation Requirements ◽  
Future Research ◽  
Career Academies ◽  
Demographic Shift ◽  
School Career ◽  
High School Graduation Requirements ◽  
School Graduation

In response to increasing high school graduation requirements along with emerging skills in the workforce, the focus of career academies has evolved from one of keeping students enrolled in high school through graduation to a more robust preparation for college and careers for all students. This new focus may have resulted in a demographic shift in the students participating in career academies. To that end, the purpose of this study was to describe the demographics of students who participated in career academies in one Southeastern school district over a six-year period from 2007 – 2012. Findings indicate that a gender gap continues to exist among career academies. Additionally, when compared to the population across the district's high schools, while the career academies are becoming more diverse, participation of minority groups in career academies still lags behind that of their Caucasian counterparts. Implications for administrators and future research opportunities are also articulated.

High Bars or Behind Bars? The Effect of Graduation Requirements on Arrest Rates

2019 ◽  
pp. 1-49
Author(s):  
Matthew F. Larsen
Keyword(s):  
High School ◽  
High School Graduation ◽  
Graduation Requirements ◽  
Current Debate ◽  
Exit Exams ◽  
Market Outcomes ◽  
Arrest Rates ◽  
Beneficial Effects ◽  
High School Graduation Requirements ◽  
School Graduation

This paper investigates the effect of high school graduation requirements on arrest rates with a specific focus on the number of required courses and the use of exit exams. Identifying variation comes from state-by-cohort changes in the laws governing high school graduation requirements from 1980 to 2010. Combining these law changes with arrest rates of young adults from the FBI's Uniform Crime Reports (UCR), I find that the use of exit exams can reduce arrest rates by approximately 7%. While it is difficult to parse out the exact mechanisms additional exploration into heterogeneity by age and offense as well as examination of labor market outcomes suggest that these policies may have increased learning. Given the current debate around the use of exit exams this paper provides evidence of beneficial effects on non-academic outcomes. This paper also provides further evidence of the influence of education policy on crime.

Influencing Achievement Through High School Graduation Requirements

1997 ◽  
Vol 19 (3) ◽  
pp. 229-244 ◽  
Author(s):  
Bradford Chaney ◽  
Kenneth Burgdorf ◽  
Nadir Atash
Keyword(s):  
High School ◽  
High School Graduation ◽  
Graduation Requirements ◽  
Achievement Scores ◽  
Educational Progress ◽  
National Assessment ◽  
Course Sequences ◽  
High School Graduation Requirements ◽  
School Graduation ◽  
Using Data

Using data from the 1990 National Assessment of Educational Progress (NAEP) and the 1990 High School Transcript Study, we compare students’ course-taking patterns with their NAEP achievement scores and with schools’ graduation requirements. We find relatively few students were affected by the requirements, either because students took more than was required or they took courses that did not affect their achievement. Those course sequences that were correlated with increases in students’ achievement scores suggested that students who were marginal in their motivation and skills could benefit by taking courses that were more demanding.

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