Rethinking What Is Expected of High Schools

Not that long ago, a high school diploma was a ticket to a middle-class job. Today, however, in too many states, earning a high school diploma might not even mean that students are eligible for college—let alone ready to succeed there. A recent CAP report analyzed high school graduation requirements across the country and found that only two states—Louisiana and Tennessee—both align the coursework required to receive a high school diploma with public university admission standards and require a 15-credit college-ready course sequence that includes high-level math, science, English composition, U.S. and world history, and a foreign language. A major factor in the country’s low rates of college completion is a lack of true college preparation in the K-12 education system. This analysis helps to understand the emphasis, or lack thereof, that states place on a well-rounded education and college preparation » Improving the quality of education in American high schools is not simply about requiring additional subjects for high school graduation; states must ensure that all students have access to rigorous coursework and the supports they need to be successful. States will also need to prepare the teaching workforce to meet these demands. To achieve this goal, states can adopt the course sequence required by most public universities for admission, investigate and address high school course quality, and do a better job tracking and reporting disaggregated data on high school course-taking patterns. Finally, states can encourage more innovation at the local level so that high schools can be designed around the needs of the 21st century.