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High school graduation requirements for students with disabilities
M L Thurlow1, J E Ysseldyke, C L Reid
1University of Minnesota, Minneapolis 55455, USA.
Journal of Learning Disabilities
|November 19, 1997
Summary
High school graduation requirements vary significantly by state, impacting students with disabilities. Inconsistent state policies create confusion regarding diploma types and educational attainment for special education students.
Area of Science:
- Education Policy
- Special Education
- Learning Disabilities
Background:
- Increasing high school graduation rates is a national objective.
- National graduation goals aim to include students in special education programs.
- Clarity on high school graduation requirements for students with disabilities is lacking.
Purpose of the Study:
- To examine and compare high school graduation requirements for general education students and students with disabilities across states.
- To identify inconsistencies in state-level graduation mandates and their implications.
Main Methods:
- Collected and analyzed documentation from state departments of education.
- Focused on credit requirements, competency/exit exams, and local agency options.
- Investigated the types of exit documents awarded to students with disabilities.
Main Results:
- Forty-four states utilize Carnegie course units, with credit requirements varying from 10.35 to 24.00.
- Seventeen states mandate minimum competency or exit exams.
- Significant state-to-state variation exists in exit documents (diplomas, certificates) for students with disabilities.
Conclusions:
- Inconsistent state graduation requirements create ambiguity for all students, particularly those with learning disabilities.
- Disparities in exit documents awarded to students with disabilities highlight systemic inequities.
- Further research is needed to ensure equitable high school completion for students with disabilities.