Graduation Exam Participation and Performance, Graduation Rates, and Advanced Coursetaking Following Changes in New Mexico Graduation Requirements, 2011-15. REL 2018-277
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| Title: | Graduation Exam Participation and Performance, Graduation Rates, and Advanced Coursetaking Following Changes in New Mexico Graduation Requirements, 2011-15. REL 2018-277 |
|---|---|
| Language: | English |
| Authors: | Walston, Jill, Tucker, Clyde, Ye, Cong, Lee, Dong Hoon, National Center for Education Evaluation and Regional Assistance (ED), Southwest Educational Development Laboratory |
| Source: | Regional Educational Laboratory Southwest. 2017. |
| Availability: | Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2017 |
| Contract Number: | EDIES12C0012 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | High Schools |
| Descriptors: | Graduation Rate, Graduation Requirements, Exit Examinations, Racial Differences, Ethnic Groups, College Readiness, Public Schools, Course Selection (Students), Algebra, Science Instruction, Science Laboratories, High School Graduates, Student Participation, Academic Achievement, Secondary School Science, Secondary School Mathematics, Gender Differences, Socioeconomic Status, English Language Learners |
| Geographic Terms: | New Mexico |
| Abstract: | The New Mexico graduation rate has lagged behind the national graduation rate in recent years. In 2015 the graduation rate was 69 percent in New Mexico and 83 percent nationwide (New Mexico Public Education Department, 2016; U.S. Department of Education, 2017). Of particular interest to education leaders in New Mexico are differences in graduation rates among American Indian (63 percent in 2015), Hispanic (67 percent), and White students (74 percent). Improving graduation rates among all student subgroups is a priority for New Mexico, as is ensuring that all students have the math and science knowledge and skills required for success in the 21st century workplace or in postsecondary education. This study responds to the Regional Educational Laboratory Southwest New Mexico Achievement Gap Research Alliance's and the New Mexico Public Education Department's interest in student performance on the graduation exam and in graduation rates among students at various levels of performance on the exam. The alliance and the department were also interested in patterns of enrollment in Algebra II and lab science courses, along with the four-year graduation rate among students who take and those who do not take these additional courses. The study reports student participation in the graduation exam and proficiency rates (the percentage of students who score proficient or better) for each section and provides the four-year graduation rate among the last cohort that took the old exam (the 2011 cohort) and among the four cohorts that took the new exam (the 2012-15 cohorts). The study also reports the percentage of students who took Algebra II and two lab science courses and the graduation rate among the 2014 and 2015 cohorts, which were subject to the new math and science course requirements. Results are reported by cohort overall and by gender, race/ethnicity, eligibility for the federal school lunch program (a proxy for socioeconomic deprivation), and English learner status. The study does not provide evidence on the causal impact of the changes to graduation requirements. Changes to graduation requirements, such as the ones enacted in New Mexico, are usually intended to motivate positive change, such as better student performance and higher enrollment in more-challenging courses. The study findings show that the overall direction of change is positive for graduation exam performance, advanced course enrollment, and graduation rates but that differences exist across subgroups. The differences may have implications for targeting resources and services to students most in need of support for staying in school and fulfilling graduation requirements. |
| Abstractor: | ERIC |
| Number of References: | 32 |
| IES Funded: | Yes |
| IES Publication: | https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4480 |
| Entry Date: | 2017 |
| Accession Number: | ED576327 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED576327 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED576327 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Graduation Exam Participation and Performance, Graduation Rates, and Advanced Coursetaking Following Changes in New Mexico Graduation Requirements, 2011-15. REL 2018-277 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Walston%2C+Jill%22">Walston, Jill</searchLink><br /><searchLink fieldCode="AR" term="%22Tucker%2C+Clyde%22">Tucker, Clyde</searchLink><br /><searchLink fieldCode="AR" term="%22Ye%2C+Cong%22">Ye, Cong</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Dong+Hoon%22">Lee, Dong Hoon</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Education+Evaluation+and+Regional+Assistance+%28ED%29%22">National Center for Education Evaluation and Regional Assistance (ED)</searchLink><br /><searchLink fieldCode="AR" term="%22Southwest+Educational+Development+Laboratory%22">Southwest Educational Development Laboratory</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Regional+Educational+Laboratory+Southwest%22"><i>Regional Educational Laboratory Southwest</i></searchLink>. 2017. – Name: Avail Label: Availability Group: Avail Data: Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 44 – Name: DatePubCY Label: Publication Date Group: Date Data: 2017 – Name: NumberContract Label: Contract Number Group: NumCntrct Data: EDIES12C0012 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Numerical/Quantitative Data – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Requirements%22">Graduation Requirements</searchLink><br /><searchLink fieldCode="DE" term="%22Exit+Examinations%22">Exit Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Selection+%28Students%29%22">Course Selection (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Laboratories%22">Science Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Graduates%22">High School Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22New+Mexico%22">New Mexico</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The New Mexico graduation rate has lagged behind the national graduation rate in recent years. In 2015 the graduation rate was 69 percent in New Mexico and 83 percent nationwide (New Mexico Public Education Department, 2016; U.S. Department of Education, 2017). Of particular interest to education leaders in New Mexico are differences in graduation rates among American Indian (63 percent in 2015), Hispanic (67 percent), and White students (74 percent). Improving graduation rates among all student subgroups is a priority for New Mexico, as is ensuring that all students have the math and science knowledge and skills required for success in the 21st century workplace or in postsecondary education. This study responds to the Regional Educational Laboratory Southwest New Mexico Achievement Gap Research Alliance's and the New Mexico Public Education Department's interest in student performance on the graduation exam and in graduation rates among students at various levels of performance on the exam. The alliance and the department were also interested in patterns of enrollment in Algebra II and lab science courses, along with the four-year graduation rate among students who take and those who do not take these additional courses. The study reports student participation in the graduation exam and proficiency rates (the percentage of students who score proficient or better) for each section and provides the four-year graduation rate among the last cohort that took the old exam (the 2011 cohort) and among the four cohorts that took the new exam (the 2012-15 cohorts). The study also reports the percentage of students who took Algebra II and two lab science courses and the graduation rate among the 2014 and 2015 cohorts, which were subject to the new math and science course requirements. Results are reported by cohort overall and by gender, race/ethnicity, eligibility for the federal school lunch program (a proxy for socioeconomic deprivation), and English learner status. The study does not provide evidence on the causal impact of the changes to graduation requirements. Changes to graduation requirements, such as the ones enacted in New Mexico, are usually intended to motivate positive change, such as better student performance and higher enrollment in more-challenging courses. The study findings show that the overall direction of change is positive for graduation exam performance, advanced course enrollment, and graduation rates but that differences exist across subgroups. The differences may have implications for targeting resources and services to students most in need of support for staying in school and fulfilling graduation requirements. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: Ref Label: Number of References Group: RefInfo Data: 32 – Name: CodeSource Label: IES Funded Group: SrcInfo Data: Yes – Name: CodeSource Label: IES Publication Group: SrcInfo Data: <link linkTarget="URL" linkTerm="https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4480" linkWindow="_blank">https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4480</link> – Name: DateEntry Label: Entry Date Group: Date Data: 2017 – Name: AN Label: Accession Number Group: ID Data: ED576327 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED576327 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 44 Subjects: – SubjectFull: Graduation Rate Type: general – SubjectFull: Graduation Requirements Type: general – SubjectFull: Exit Examinations Type: general – SubjectFull: Racial Differences Type: general – SubjectFull: Ethnic Groups Type: general – SubjectFull: College Readiness Type: general – SubjectFull: Public Schools Type: general – SubjectFull: Course Selection (Students) Type: general – SubjectFull: Algebra Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Science Laboratories Type: general – SubjectFull: High School Graduates Type: general – SubjectFull: Student Participation Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Secondary School Science Type: general – SubjectFull: Secondary School Mathematics Type: general – SubjectFull: Gender Differences Type: general – SubjectFull: Socioeconomic Status Type: general – SubjectFull: English Language Learners Type: general – SubjectFull: New Mexico Type: general Titles: – TitleFull: Graduation Exam Participation and Performance, Graduation Rates, and Advanced Coursetaking Following Changes in New Mexico Graduation Requirements, 2011-15. REL 2018-277 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: National Center for Education Evaluation and Regional Assistance (ED) – PersonEntity: Name: NameFull: Southwest Educational Development Laboratory – PersonEntity: Name: NameFull: Walston, Jill – PersonEntity: Name: NameFull: Tucker, Clyde – PersonEntity: Name: NameFull: Ye, Cong – PersonEntity: Name: NameFull: Lee, Dong Hoon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2017 Titles: – TitleFull: Regional Educational Laboratory Southwest Type: main |
| ResultId | 1 |
