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

Increases in high school graduation requirements are prompting interest in the consequences for students, taxpayers, and educators. This study examine s the experiences of New York State school districts that increased student participation between 1992 and 1996 in a statewide testing program that hi storically has been designed for college-bound students. The study includes statistical comparisons based on the universe of school districts in the S tate 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 p articipation levels during the study period and that increases in participa tion levels were associated with (a) modest declines in the percentage of s tudents passing the exams; (b) unchanged drop-out tales; (c) increases in s pending 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 ex plored. (C) 2000 Elsevier Science Ltd. All rights reserved.