I’ve been writing about obvious quality control problems with the award of high school diplomas in Kentucky for several years. Now, I am updating that work with results from the 2016 Unbridled Learning reports, and the situation remains very serious.
I opened this blog series yesterday with comments about how Kentucky’s official high school graduation rates compare to a more realistic appraisal of the proportion of those graduates who actually got an effective education, one that made them either college or career ready. This discussion makes it clear that Kentucky continued to hand out a lot of rather empty diplomas in 2016.
Today, I add more 2016-based evidence from a different sort of analysis based on the fact that Kentucky regulation 704 KAR 3:305, “Minimum requirements for high school graduation,” specifically requires all graduates to have competency in math through Algebra II.
This blog looks at the discrepancies between each district’s officially reported Four-Year Adjusted Cohort High School Graduation Rate for 2016 (ACGR) for all students and the district’s proficiency rate for all students during Algebra II End-of-Course Exams (EOC) in the 2014-15 school year.
As you will see, again in 2016 – just as we found in the 2015 data – the regulatory requirement for Algebra II mostly seems to get just a wink and a nod in many of Kentucky’s public school districts. Thus, the case that Kentucky’s high school diploma needs some serious quality control is strengthened by this alternate analysis.