THE IMPACT OF THE NORTH CAROLINA FUTURE READY CORE GRADUATION REQUIREMENTS ON HIGH SCHOOL MATHEMATICS COURSE ENROLLMENT PATERNS, COLLEGE MATHEMATIC READINESS, AND POST HIGH SCHOOL INTENTIONS

Abstract

The study examined high school mathematics course enrollment patterns, college mathematic readiness, and post high school intentions during the planning and implementation of the Future Ready Core high school graduation requirements in North Carolina public school systems. Quantitative methodologies were utilized to describe the impact of the increased, uniformed high school graduation requirements with proportions and averages of graduates in the state of North Carolina of graduates completing three or more college preparatory math courses, Scholastic Aptitude Test (SAT) math scale scores, and graduates indicating intent to attend a two or four-year college. Additionally, the study looked at the proportions and averages by district sized based subgroups (small, mid-sized, and large) for each indicator. The data sources included the entire population of North Carolina public high school graduates between 2008 and 2013. The study’s findings presented two major findings for school leaders. The implementation of the more uniform, rigorous Future Ready Core graduation requirements positively impacted the proportion of graduates completing three or more college preparatory course more immediately than previous new policies’ implementation; however, the substitution option was selected 16.39% of the time at the state level in 2013 with higher percentages in small and mid-size school districts. Additionally, the decrease in student performance on the SAT math assessment even with increases in college preparatory coursework requires school leaders to examine the quality of teaching and learning as well as potential unofficial tracking methods that may be occurring in the more uniform graduation requirements. Further research studies on the impact of the Future Ready Core graduation requirements could include analysis of total math coursework, repeating a similar study using ACT math composite scores after three graduating classes under the new requirements, or conducting a case study of districts who have had positive trend data while implementation the Future Ready Core graduation requirements as an exemplar for other school districts to follow.