Accounting for the effects of increased high school graduation expectations on pupil performance and resource allocation: Results from New York State

David H. Monk, Samid Hussain, William Miles

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Increases in high school graduation requirements are prompting interest in the consequences for students, taxpayers, and educators. This study examines the experiences of New York State school districts that increased student participation between 1992 and 1996 in a statewide testing program that historically has been designed for college-bound students. The study includes statistical comparisons based on the universe of school districts in the State as well as the results of an intensive set of selective case studies. The results show that many different types of districts moved to increase participation levels during the study period and that increases in participation levels were associated with (a) modest declines in the percentage of students passing the exams; (b) unchanged drop-out rates; (c) increases in spending that were similar in magnitude to increases found in districts with little or no increase in participation; and (d) increases in professional staffing levels in core instructional areas. Implications for policy are explored.

Original languageEnglish (US)
Pages (from-to)319-331
Number of pages13
JournalEconomics of Education Review
Volume19
Issue number4
Publication statusPublished - Oct 1 2000

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Economics and Econometrics
  • Education

Cite this