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The article discussed graduation requirement created by Connecticut in 2017 to be started with class in 2023 and mentions that students will put assessment of learning growth of high school. Topics discussed include need of high schools in Connecticut to focus on implementation of project reflected on tenure of high school, need of employing creative and reflective thinking, and need of students of thinking about learning and own growth.

The article focuses on the importance of implementing system-level strategies in addition to individual interventions like tutoring to address the needs of all students. It emphasizes the need for schools to analyze data; foster relationships; and employ evidence-based practices within a larger infrastructure of support to ensure the success of all students. By building student-success systems, schools can improve graduation rates, academic performance and overall support for students.

The article discusses the growing challenges facing public school students who dropped out of high school in the U.S. and the drop-out recovery programs launched by schools to help said students graduate. According to National Dropout Prevention Center's Raymond McNulty, schools are bolstering their alternative schools and online services to address dropouts. Also cited are the operations of dropout recovery centers like Acceleration Academies.

The article discusses that according to new federal data, a record-high 1.5 million students were homeless during the 2017-18 school year, 11 percent more than the previous year and nearly double the number a decade ago. It mentions that Every Student Succeeds Act requires states to track homeless students' academic achievement and high school graduation; and also mentions that tens of thousands more homeless students stayed in hotels.

The article discusses the decline in graduation rates in charter schools and mentions charter schools were excluded from the federal data set due to student privacy concerns. It mentions schools like Christel House DORS offers a flexible schedule and employs special support staff members who frequently call students and do home visits, even helping students pay their rent or get their heat turned. It also mentions rules and force of law under Every Students Succeeds Act.

The article focuses on the formation of the State Graduation Policies in the U.S. Policymakers are looking for ways to increase graduation rates. There is a recognition that a high school diploma should show command of knowledge and skills which will prepare students for life. The six states Iowa, Colorado, Michigan, Massachusetts, Minnesota and Pennsylvania leave their most of the decisions about course-credit demands to their local school districts. Two others states, North Dakota and Nebraska designate the total number of course credits which are required, but they do not confine expectations for credits in specific subjects.

The article focuses on the calculation of the graduation rates. The U.S. Department of Education has given permission to each of the states to form its own method for the calculation of graduation rates. They are also permitted to set their own targets for how quickly or how much those rates should improve. The National Governors Association in 2005 convinced all 50 governors to find a new method to calculate and report graduation rates, based on the number of students who enter 9th grade and exit high school after four years.

he article offers insight to a study conducted by SchoolHouse Connection, America's Promise Alliance, Civic Enterprises, and the Institute for Children, Poverty, and Homelessness, for determining homeless students in the U.S. public schools. It mentions about data on graduation rates for homeless students; the statement of Barbara Duffield, the executive director of SchoolHouse on the same; and the impact of homelessness on students mental health.

The article presents a letter by Christina Torres, 8th grade English teacher at Punahou School in Honolulu, Hawaii, to her 2020 high school graduates. Topics discussed include graduation of high school students during the COVID-19 pandemic, senior year memories of graduates and a lesson on the United Farm Workers strike.

The article presents the grading system in education given to students during the coronavirus pandemic. Topics include focusing on other measures of student progress like graduation rates and standardized tests scores; grade point averages being used for college admissions, scholarship programs, and even eligibility for participation in extracurricular activities and sports; and many colleges nationwide appearing to be favoring a pass-fail, or pass-no credit system.

The article presents the changes in the graduation criteria or guidance as a result of the widespread school closures prompting by the coronavirus pandemic as districts bearing the brunt of decisions about student getting credit for partly completion of class.

The article reports that California state officials are assisting high school seniors who have been unable to earn a diploma because they failed the state's graduation test. The classes of 2006 in California, Arizona, and Utah are those states' first that must pass high school exit exams to earn diplomas. In most states with such a requirement, students take the high school exit examination for the first time in sophomore year. The content on the tests is usually at a 10th grade level. Students, who fail, usually have several opportunities to retake the tests. Of the 23 states currently requiring graduation tests, 16 require that schools offer remediation to students who have failed them. State-financed remediation is most prevalent in states that are introducing their exit exams.

The article offers the information on the newest batch of America college test(ACT) whose scores shows troubling long-term declines in performance, with students' math achievement reaching a 20-year low. The article also mentions about the average math score for the graduating class of 2018 was 20.5, marking a steady decline from 20.9 five years ago, and virtually no progress since 1998.

The article offers the opinion that if U.S. students work hard at their education they can have successful futures. Topics discussed include U.S. college graduation rates, education in China, and the 2014 college week celebrated in San Antonio, Texas. The benefits of higher education are also explored.

The article discusses the problem of who decides when a student is ready to graduate from high school. It notes that it is important the the public feel confident in the worth of a diploma, and notes varying standards. Some states require students to complete the curriculum yet base the graduation decision on one standardized test. The author suggests that standardized tests stay in the system but that graduation decisions be made by local committees based on grades, tests and outside projects.

The article focuses on Stephen Dwyer,a high student in Phoenix, Arizona and a cancer survivor who was denied permissions to walk at graduation due to district policy that excludes him from the ceremony.

The article reports on the result of a study which found that inequities in graduation rates in New York City still persist though students have been allowed to choose their high school since 2004.

The article reports on the result of a study on the type of schools with low graduation rates in the U.S. Topics covered include the findings that regular district schools account for 41 percent of schools that did not surpass the 67 percent graduation threshold while charter, virtual and alternative schools account for 52 percent of schools the fell short of the mark and the requirement of Every Student Succeeds Act for states to report graduation rates for schools with 100 or more students.

The article reports that the state government of New Jersey has settled a lawsuit over its school graduation rules.

A map of the U.S. is presented with information about high school graduation rates from 1996-2006.

The article presents the authors' comments on the graduation rate in the U.S. About 15 percent of the nation's high schools produce close to half of its dropouts. These 2,000 high schools are the nation's dropout factories. They have weak promoting power, the number of seniors is routinely 60 percent or less than the number of freshmen four years earlier, and large numbers of their students are not making steady progress toward graduation. Hence, one reason that the 9th grade finishes off so many students is that they may already have been struggling with and disengaging from school for three years or more.

Several charts on high school graduation rates for 2002-2003, graduation rates in the U.S.'s 50 largest school districts and gender gap in graduation rates are presented.

The article reports on alternative methods available for students who fail to qualify the exit-exam test for graduation in Washington. The first method looks at a student's grade point average in the subject of the section of the test the student failed and compares it with the averages of comparable students at his or her high school who took the same sequence of courses. The second method, for writing only, requires the school to assemble a portfolio of the student's writing. The third method, for math only, requires earning a score on the math section of the PSAT, the SAT or the ACT that is equivalent to passing that section of the state exam.

The article focuses on the efforts of Governor Phil Bredesen to expand pre-K opportunities. Education initiatives that ranged from boosting teacher salaries to driving down high school dropout rates dominated much of Tennessee Governor Phil Bredesen's State of the State Address to lawmakers in Nashville. The Democratic governor, who is in the final year of his first term and gearing up for a re-election bid, pledged increased education spending amid the state's still tight, but improving, fiscal condition. Among his new spending proposals for schools, the governor wants to add $90 million over last year's amount for the state's K-12 basic education program. An official with Tennessee's largest teachers' union said boosting high school graduation to the governor's stated goal in six years would be tough, but otherwise praised his education plans.

The article reports that 9.4 percent of African American students and 9.8 percent of Latino students earn Regents diplomas in four years in New York city. The data compiled at an education committee meeting revealed that about 54 percent of students graduate in four years. Eva S. Moakowitz, Education committee Chairperson, was appalled at the figures and has asked city leaders for their response.

This article reports that thirty-nine New York state high schools have won a reprieve from a state requirement that students pass the Regents exams to earn a diploma. Advocates of the high schools receiving the waivers, most of which are in New York City, say the interim period will give them the chance to gather evidence that their approach of using portfolios of student work as the measure for graduation is as good as the subject exams that the state now requires students to pass. In 1996, the state of New York started phasing in its Regents exams as a requirement to earn a standard diploma.

The article presents information on the efforts of the state of North Carolina for preparing better graduates. North Carolina says it graduates 97 percent of its high school students, while Washington State reports it gives diplomas to just 66 percent. But researchers, using methods they believe are more accurate, estimate that the two states' graduation rates are essentially the same, at around 64 percent. Federal officials announced that the U.S. Department of Education would publish its own state-by-state graduation data along with the methodologically disparate rates states now reported under the No Child Left Behind Act.

This article reports that a plan being studied by the U.S. Department of Education to create a federal database of all U.S. college students to help improve graduation-rate tracking is raising privacy concerns among students and others. But backers of the idea say that getting more accurate and complete information on graduation rates and other areas could help improve policy, particularly on financial aid, at the federal and state levels. Grover J. Whitehurst, the director of the Education Department's Institute of Education Sciences, which in March 2005 did a feasibility study on the plan, says the data collected would also help institutions compare themselves with one another, and help parents and students make better decisions when picking a college.

The article discusses variations within U.S. states regarding graduation requirements for students with disabilities. Topics addressed include an overview of the provisions set within the U.S. Individuals with Disabilities Education Act to give discretion in graduation policies, examples of common standards and expectations, and how such flexibility affects graduation statistics for special education students throughout the nation.

The article discusses special education in the U.S., focusing on the challenges facing students with disabilities at the time of their graduation from the public schooling system. Topics addressed include the drastic lifestyle change which happens after the public school's mandated services end, vocational and life skills-preparation for special education graduates, and government efforts to better serve students approaching the transition from student to adult life.

The article discusses plans by Texas lawmakers to change high school graduation requirements by removing courses and examinations. The argument that the changes may allow the modernization of curricula in order to make graduates more employable is examined, and the counterargument that they will do a disservice to at-risk students is also commented on.

The article reports on the study "Neighborhood Effects in Temporal Perspective: The Impact of Long-Term Exposure to Concentrated Disadvantage on High School Graduation," which examined the influence of poverty on the likelihood a child will graduate from high school.

The article discusses a report titled "Yes We Can: The 2010 Schott 50 State Report on Black Males in Public Education" which was released by the philanthropic organization the Schott Foundation for Public Education and found that only 47% of America's black males graduate from high school on time.

The article discusses trends towards use by states of high school exit examinations for several purposes. It notes an increase from 2002 to 2009 in states that withhold diplomas from students who do not pass exit exams. In addition, more states use the exit exams for accountability under the U.S. No Child Left Behind Act. States are not consistent, however, in the cutoff scores they use for accountability.

The article discusses a lawsuit by the American Civil Liberties Union (ACLU) and the ACLU of Florida against the state of Florida, citing low high school graduation rates in Palm Beach County. The lawsuit indicates graduation rates are well below state and national averages. The suit claims the state has failed to meet its constitutional obligation that all students receive a uniform, efficient, safe, secure, and high quality free public education. The state is reviewing the suit.

The article reports that Maryland education officials released data indicating that 11 students, fewer than expected, were prevented from graduating in the 2009 class because of state tests. Other students who did not graduate were prevented from doing so by not passing classes or by failure to meet other criteria. Data also indicated that dropout rates decreased to 2.6 percent in 2009 compared to 2.8 in 2008. Dropout rates in Baltimore dropped to six percent, a 40 percent drop over three years.

The article discusses a report by the Alliance for Excellent Education concerning high school graduation rates in the United States. The report, entitled "Federal High School Graduation Rate Policies and the Impact on States," examines the gaps between individual state's graduation-rate practices and regulations issued by Secretary of Education Margaret Spellings.

The article reports on the results of a study conducted by Johns Hopkins University that examined graduation rates in the United States. Findings indicated that from 2002 to 2006 the graduation rate in the U.S. remained at 74 percent. The state that improved their graduation rate the most was Tennessee, while Delaware and Kentucky tied for second. The article lists several other states that improved graduation rates.

The article presents corrections to two articles in the March 11, 2009 issue of "Education Week." The first incorrectly identified author David C. Berliner for his contributions on a report and the second presented an inaccurate chart tracking graduation among student's at Kelvyn Park High School in Chicago, Illinois.

The article reports on the preliminary results from the National Guard Youth Challenge Program. The program, designed for individuals ages 16 to 18 who have dropped out of school and are unemployed, set to run for 17 months, was nine months underway when evaluated. Findings indicated that nearly half the individuals in the program had earned a high school diploma or General Education Development credential.

The article discusses how graduation rates are measured and why the system is inaccurate. A report written by Paul E. Barton found that the United States does not have an accurate way of tracking how many students are graduating annually with tradition high school diplomas. Barton calls upon the federal government to put a system into place for this purpose.

The article reports on a study that both commends and criticizes Florida's measure of its high school graduation rate. The study was run by Jessica Ice and Joseph Wachtel, Florida State University political science doctoral students, and concludes that Florida is too secretive about its method. Florida claims to have a higher graduation rate than U.S. national statistics, which place it near the bottom. However, the study praises how Florida tracks individual students.

The article focuses on a report by the Department of Education's Office of Inspector General (IG) on education in Washington. The report says that the goal of ensuring the accuracy of states' graduation data would be closer to reality if the Department of Education had been more forceful in implementing provisions of the No Child Left Behind Act. The report documents how department officials, in the view of the IG's office, could have done more to improve the quality of states' graduation data.

The article reports on high school graduation requirements in New Jersey, reporting that state education officials announced that tests on specific science subjects, starting with biology, will be on the High School Proficiency Assessment given to 11th graders in the spring of 2008. Chemistry will also be added to the assessment, which most students are required to pass to graduate.

The article reports on the decline of Indiana's high school graduation rate over the past decade. According to a report from the Indiana Chamber of Commerce, the rate stands at 71 percent. The report studied eight different ways to calculate the graduation rate. Most formulas put Indiana's rate between 70 and 75 percent. Funded by the Indiana Chamber of Commerce Foundation, the study was conducted by the Sagamore Institute for Policy Research, based in Indianapolis, Indiana.

This article reports that the College Board will partner with three large urban districts to launch a new model for improving high schools through a $16 million commitment announced early September by the Bill & Melinda Gates Foundation. Under the plan, the College Board will work with 11 high schools in Chicago, the District of Columbia, and Duval County, Florida, to raise graduation and college-readiness rates through the new "EXCELerator" model for school improvement.

The article reports on progress made on a plan by the National Governors Association for all states to use the same method of reporting high school graduation rates. According to the article, 39 states are making significant progress by compiling the necessary data and preparing, by 2012, to report the most accurate account yet of high school completion. However, North Dakota and South Dakota don't plan to use the method, which shows the number of 9th graders who graduate four years later.