Beginning with the class of 2023, graduating Pennsylvania high school students will need to demonstrate career or postsecondary preparedness in addition to meeting existing statewide graduation requirements. Read our policy brief to learn about the history of this “high stakes” policy, how research shaped its evolution, and what researchers suggest are its implications for equity in Pennsylvania.
The purpose of this FAQ is to share what PERC has learned and how our research has been used to help high school students. As high school students return to school buildings post-pandemic, we also talk about how research might be used next year to support equitable pathways to graduation.
By: Molly Pileggi, Alyn Turner, Lindsey Liu, and Jason Fontana
This study provides a snapshot of the district’s school-year credit recovery utilization—including eligibility, enrollment, and completion—using newly available data for high school students who entered the 2018–19 school year with a record of one or more failed courses.
By: Molly Pileggi, Lindsey Liu, and Alyn Turner
Building upon this prior work, this report examines two of those same cohorts of off-track freshman in the expected graduating classes of 2017 and 2018, following them over time to understand which students were able to graduate and when they got back on track.
By: Molly Pileggi, Kendra Strouf
This brief extends analyses from the earlier report with data from two additional cohorts of first-time freshmen (the Classes of 2017 and 2018) to better understand whether the patterns described in the original report have been consistent over time.
By: Austin Slaughter, Ruth Curran Neild, Molly Crofton
This study examines what can be known about entering ninth graders, based on their eighth grade school records, that can inform high schools about students’ likelihood of being on track at the end of their first year.