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WHDL - 00014711

A quantitative study of Mathematics graduation requirements and the impact on high school graduation and postsecondary eligibility

Mollee O’Day

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Northwest Nazarene University

Description / Abstract

California graduation requirements have been largely unchanged since 2003. Within the state of California, a public-school district has to meet state requirements to offer a high school diploma, but a district can implement additional requirements for students beyond the state minimum. Postsecondary educational eligibility is determined during a student’s high school years, and, when school districts implement requirements beyond state minimums, there is a potential impact on postsecondary eligibility. The effect additional graduation requirements, specifically additional math requirements, have on students, and how changing requirements at the state or district level impacted students’ graduation rates and postsecondary eligibility, is the focus of the study. The purpose of this study is to identify the impact requirements can have on a student’s graduation status and options after high school in California. The top 76 school districts by enrollment were identified and statistical testing was completed to determine whether the math requirements set by the district had a relationship with graduation rates and A-G rates. Further analysis of the school districts with greater than 50% socioeconomically disadvantaged students was analyzed to see possible relationships between graduation rates and A-G rates. A statistical analysis using an independent samples t-test found that school districts with two years of math had a statistically significant increase in graduation rates versus school districts that required three or four years of math to graduate. A separate independent samples t-test reviewing years of math required and A-G rates was not statistically significant, and a further analysis using a one-way MANOVA including socioeconomic status was also found to not be statistically significant. The outcome of the study found that increasing math requirements for high school graduation could have unintended consequences in decreasing graduation rates with no discernable impact on A-G rates for college eligibility.

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KeywordsGraduation requirements, A-G requirements, High school

Degree AwardedDoctor of Philosophy in Educational Leadership

Awarding InstitutionNorthwest Nazarene University

Committee MembersTaylor Raney, Tom Slick, Bethani Studebaker, LoriAnn Sanchez

Supervisor or ChairLawanna Pierce

Peer Reviewed?No

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