diploma options, graduation requirements, and exit exams for youth with disabilities: implications...
TRANSCRIPT
Diploma Options, Graduation Requirements, and Exit Exams for
Youth with Disabilities: Implications for College and Career Readiness
David R. Johnson, Ph.D. Institute on Community Integration (UCEDD)University of Minnesota
Martha L. Thurlow, Ph.D.National Center on Educational Outcomes (NCEO)University of Minnesota 2013 OSEP Project Directors’ ConferenceJuly 15-17, 2013Washington, DC
Study Rationale and Purpose
✤ Need to follow policy trends and examine their impact on youth with disabilities.
✤ Need to examine alternative diploma options and their potential impact on youth with disabilities.
✤ Need to examine the intended and unintended consequences of state and local policies and practices.
Study Method
✤ A survey was developed based on four earlier studies.
✤ Respondents were the state special education directors (or their designee) in all 50 states and the District of Columbia.
✤ Information was gathered through an online survey.
✤ An analysis of state documents and policies was also conducted to verify survey findings.
✤ Consultations were conducted with individual survey respondents to further verify responses (as needed).
✤ Data collection concluded Spring 2011, with all 50 states and the District of Columbia reporting (100% response rate).
Study Questions
1. What is the range and variation in state graduation requirements and diploma options across the United States for students with and without disabilities?
2. What are the intended and unintended consequences that result for students with disabilities when they are required to pass exit exams to receive a high school diploma?
3. What are the intended and unintended consequences of using single or multiple diploma options for students with disabilities?
Study Results: State and Local Graduation Requirements Vary
✤ 45 states provide minimum requirements, and LEAs may add to them.
✤ 4 states (Hawaii, Indiana, Louisiana and Wyoming) provide minimum requirements for graduation, and LEAs may not add to them or change them.
✤ 1 state (Wisconsin) provide guidelines, and LEAs may set their own requirements.
✤ No state allows IEP Teams to establish graduation requirements.
Study Results: Diploma Options Add to the Complexity of State and Local Concerns about Graduation
✤ A range of differentiated diploma options is available, including honors diploma, regular/standard diploma, IEP/special education diploma, certificate of attendance, certificate of achievement, occupational diplomas, and other variations.
✤ All states reported that they provide a regular or standard diploma option for students with and without disabilities.
✤ 17 of the states responding offer students with and without disabilities a single diploma option, the regular/standard diploma.
✤ The remaining states offer multiple diploma options for youth.
✤ The highest in total number of diploma options is Nevada, Oregon, and Virginia, reporting 5 different types of diploma options; 5 states reported 4 diploma options and 16 states report 3 options.
Diplomas Available Only to Youth with Disabilities
✤ 31 states responded that they did not offer a diploma specifically only for youth with disabilities.
✤ 8 states offer an IEP/Special Education diploma.
✤ 8 states offer a Certificate of Attendance only to youth with disabilities.
✤ 6 states offer a Certificate of Achievement; 2 states offer an Occupational/Vocational Diploma and 3 states offer another type of special diploma only to youth with disabilities.
Study Results: Allowances Made for Youth with Disabilities to Receive Standard Diplomas
✤ Making no allowances and holding all students to the same standards (2 states).
✤ Reducing the number of credits that a student needs (3 states).
✤ Making available alternate courses that can be used to earn required course credits (23 states).
✤ Lowering performance criteria (9 states).
✤ Addressing individually in the IEP (36 states).
✤ Granting extensions, and other alternatives (15 states).
More states are setting minimum graduation requirements than did so in the past.
More states are providing allowances to obtain a standard diploma.
Extensions are less likely to be offered. More states are addressing allowances in the
IEP.
Study Results: Trends Over Time (2003 to 2011)
Study Results: Exit Exams and the Receipt of a Diploma
✤ 23 states either require or are in the process of requiring youth with and without disabilities to pass an exit exam in order to receive a high school diploma (high stakes).
✤ 2 states (Arizona and California) do not require youth with disabilities to pass an exit exam, although all other students must pass.
✤ In 18 states, the same test and same passing scores are used for students with and without disabilities.
States reporting high stakes testing tied to graduation:
✤ Alabama✤ Alaska✤ Arizona (w/o disabilities only)✤ California (w/o disabilities only)✤ Florida✤ Georgia✤ Idaho✤ Indiana✤ Louisiana✤ Maryland✤ Massachusetts✤ Minnesota✤ Mississippi
✤ Nevada✤ New Jersey✤ New Mexico✤ New York✤ Ohio✤ Oklahoma✤ Rhode Island✤ South Carolina✤ Texas✤ Utah✤ Virginia✤ Washington
Study Results: Options for Youth With Disabilities If They Fail the Exit Exam
✤ Options for youth with disabilities include test-retake, having an alternate form of an exam made available, using another procedure (e.g. portfolio, special coursework), and petitioning for an exemption while still receiving a diploma.
✤ 15 states report that students may retake the same exam; most states offer unlimited attempts to pass the exit exam.
✤ 17 states offer an alternative exam or procedure.
Involvement of Community Stakeholders in Discussions Concerning State Use of Alternate Diplomas
✤ Most states do not seek outside consultation when establishing alternative diplomas.
✤ 11 states (Alabama, Delaware, Florida, Indiana, Louisiana, Maryland, Mississippi, New Mexico, Oregon, Tennessee, and Virginia) involved post-secondary institutions, the business community and the general community in its discussion on alternate diplomas.
Discussion Question 1:
What do you see as the intended and unintended consequences of using single (standard diploma only) or multiple diploma options for students with disabilities?
Study Results: Using Multiple Diploma Options
Intended Consequences
✤ 13 states reported that numbers of students within a state receiving some form of a high school diploma are increased.
✤ 13 states reported local school districts have more flexibility in determining the manner of student exit.
✤ 13 states indicated that creating options that are viewed as motivating and engaging for students with disabilities reduces the dropout rate.
✤ 11 states noted ability to recognize students (typically general education students) for high performance in relation to honors diplomas is increased.
✤ 7 states maintained that they were better able to maintain “high” academic standards for their regular or standard diplomas when alternative diploma options are available.
Study Results: Using Multiple Diploma Options
Unintended Consequences✤ 14 states said access to postsecondary education programs for
students with diplomas other than the standard diploma are limited if the alternative diplomas are viewed as watered-down in content or of little meaning to postsecondary education admissions staff.
✤ 10 states reported that alternative diploma options are viewed as substandard.
✤ 9 states noted that communicating different options to parents and students is problematic.
✤ 9 states reported that IEP teams fail to hold students with disabilities accountable to pass high-school exit exams – expectations are lowered for some students with disabilities.
✤ 8 states reported gauging the meaning of different diploma options in terms of students’ skills and abilities is confusing for employers.
✤ 7 states noted there is a perception that the use of multiple diplomas will result in developing “special” tracks for students to follow.
Study Results: Using a Single Diploma Option
Intended Consequences✤ 26 states reported high expectations for all students, including
students with disabilities, are maintained. ✤ 22 states reported having a single diploma option helps build
consistency regarding the meaning of the requirements associated with the diploma – all students work on the same state standards.
✤ 20 states reported the single option creates an important sense of equity – all students are extended the same options, tested on the same standards, and viewed by school personnel, as well as community members, as equally participating.
✤ 17 states noted more students with disabilities earn a standard diploma.
✤ 14 states reported the single option provides future employers and postsecondary education institutions a clearer and more detailed record of the student’s performance.
Study Results: Using a Single Diploma Option
Unintended Consequences✤ 18 states reported the numbers of special education students
remaining in school up through age 21 may be increased because they cannot meet all of the requirements for the standard diploma earlier.
✤ 12 states noted the dropout rate may be increased if students who cannot meet high standards or who cannot pass statewide tests opt to drop out.
✤ 10 states reported as graduation requirements increase, fewer students (both general education and special education) actually receive the standard diploma.
✤ 6 states reported the standard diploma may become perceived as too general and watered down.
✤ No state noted that they lowered their overall standards for general education students in order to help students with disabilities meet requirements for a standard diploma.
Discussion Question 2:
What do you see as the intended and unintended consequences that result for students when they are required to pass exit exams to receive a high school diploma?
Discussion Question 3:
What challenges do think students with disabilities will experience in taking end of course exams focused on college and career readiness?
Study Results: Asking Students With Disabilities to Pass Exit Exams to Receive a Standard Diploma
Intended Consequences
✤ 20 states reported more students with disabilities participate in the general education curriculum and achieve results.
✤ 19 states noted the “differences” between general education and special education students are reduced – all students are held to the same standards, are required to pass the same exams, and receive the same diploma.
✤ 18 states reported preparation for adult life and future independence is improved by accessing postsecondary education and employment.
Study Results: Asking Students With Disabilities to Pass Exit Exams to Receive a Standard Diploma
Unintended Consequences
✤ 16 states noted dissatisfaction and conflicts with parents sometimes result.
✤ 15 states reported some students may need to remain in school longer to meet the requirements of the standard diploma.
✤ 13 states reported student self-esteem is lowered by repeated failures on exit exams.
✤ 13 states indicated higher dropout rates may result.
✤ 13 states reported some students with disabilities will fail to receive a diploma.
✤ 9 states reported states and local school districts are forced to create alternative diplomas and pathways to ensure that students exit with some form of a high school exit credential.
Recommendations
✤ Clarify the assumptions underlying state graduation requirements and diploma options.
✤ Ensure students with disabilities an opportunity to learn the material they will be tested in state and local assessments.
✤ Make high school graduation decisions based on multiple indicators of students’ learning and skills.
✤ Clarify the implications of developing and granting alternative diploma options for students with disabilities.
✤ Conduct on-going research on the intended and unintended consequences of state graduation requirements and diploma options.
