Discussion of college foreign language requirements for students with learning disabilities considers how foreign language courses affect college admission, foreign language as a college graduation requirement, variations in how colleges determine course substitutions, and useful documentation for the substitution process. Insets list suggested…

Attempted to cross validate a model of relationships among social--contextual factors, individual differences, and intrinsic motivation in 219 adolescent students in required courses and elective courses. Results indicate data are best represented by a model that separates social-contextual factors, individual factors, intrinsic motivation, and…

Describes how earth and environmental science courses became one of three required courses for high school graduation in North Carolina and explains the arguments against and in favor of this curriculum change effort. (YDS)

This study analyzed documentation from 50 state departments of education concerning high school graduation requirements for students in general and for students with disabilities. Preliminary information reviews research on graduation requirements, research on minimum competence tests, and legal issues and implications. Study findings are then…

A study investigated the ways in which vocational education is related to high school graduation requirements in Minnesota and several other states (Ohio, Virginia, and Washington). A review of literature showed the historic development of high school graduation requirements, the role of vocational education in secondary schools today, and…

The paper sets forth New Jersey high school graduation standards, including the exceptions for special education and limited English proficiency students. General requirements are described under three topic headings (sample subtopics in parentheses): (1) statewide basic skills requirements (the formulation of the Individual Student Improvement…

Examines state high school graduation requirements from the perspectives of academic effectiveness and educational equity. Predicts that minimum competency testing, which is now widespread, will gradually be replaced by further increases in academic credit requirements. (KH)

In the wake of New York State's action plan to raise graduation standards, New York City's public schools have struggled to meet the new mandates and still provide adequate remedial services to students who need them. Offering alternative crediting through independent and group work is proving successful. (MLH)

Recommends that inner city students (and essentially all high school students) be required to take physics. Lists some problems with teaching physics in inner city schools. (WRM)

This descriptive report examines the strategies of the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) to improve high school graduation rates and student achievement and to increase the number of students leaving high school with the skills and knowledge necessary for the twenty-first…

This guide is intended to assist local planners in developing a policy for awarding equivalent credit for materials taught in vocational and regular academic classrooms. The first section summarizes the benefits of developing an equivalent credit policy. The second section provides details on developing an equivalent credit plan. It lists the…

This study reports data concerning: (1) enrollments in mathematics; and (2) administrative provisions for instruction in mathematics. The data are for the school year 1951-52 and the first semester of 1952-53. The scope and nature of this investigation were influenced by: (1) suggestions of leaders in mathematics education as to information most…

Comparison of state graduation requirements found significant differences in the exit documents awarded to students with disabilities, with similar requirements sometimes earning different types of exit documents in different states. It was also found that 44 states use Carnegie course unit requirements and 17 states have minimum competency…

Discusses the difficulty in providing general music education for all high school students. Examines teacher resistance to such courses and negative student attitudes towards any required course. Argues that such education is valuable in that its purpose is to refine the aural perceptions and musical curiosity of all students. (GEA)

Describes the approach used by the Baltimore County (MD) Public Schools to develop and implement a general music curriculum, designed to meet the needs of students not enrolled in band, choir, or orchestra. The resulting required course focused on developing a historical understanding of significant musical compositions and their role in society.…