The following is a transcription of the podcast, “High School Diploma Options and Students with LD (audio).”
In this podcast from the National Center for Learning Disabilities, Candace Cortiella interviews two experts about high school diploma options and their implications for students with learning disabilities (LD). Her guests are Laura Kaloi, public policy director for the National Center for Learning Disabilities, and Dr. Martha Thurlow, director of the National Center on Educational Outcomes.
Candace Cortiella: Laura, we know that the number of students with learning disabilities (LD) who are leaving high schools with a regular diploma is far too low. Exactly what is their graduation rate, and how does it compare to the national rate?
Laura Kaloi: According to the data released by the U.S. Department of Education this June, the nation’s graduation rate in 2007 and 2008 was 75 percent. That rate varies dramatically across states and ethnic groups. The rate is just 51 percent in Nevada and as high as 90 percent in Wisconsin. The graduation rate is highest for Asian/Pacific Island students at 91 percent and lowest for black students at 61 percent. White students graduate at the rate of 81 percent, and Hispanics at a rate of 63 percent — just slightly better than black students.
For students with LD the graduation rate is just 61 percent, which is an improvement over the past decade but is still far too low. Most students who don’t graduate with the regular diploma are dropouts and, in fact, in 2007, there was one dropout for every three students with learning disabilities who graduated.
It’s important to know that the graduation rate for students with disabilities is calculated differently than the reported rate for all students. The calculation used for students with disabilities results in a higher rate of graduation, so there is even more of
discrepancy than is shown by the numbers we just discussed.
Candace Cortiella: Martha, your center recently released a new report on high school diploma options. What exactly is meant by “diploma options”?
Dr. Martha Thurlow: The term “diploma options” refers to the various documents a student can receive as he or she exits high school. The most common option is the regular high school diploma, but there are several advanced or honors diplomas as well. The regular high school diploma, along with those [advanced and honors diplomas] is the one that counts when graduation rates are calculated. However, there are a variety of other diploma options to be aware of. They include options that are available to all students, such as a certificate of attendance or a certificate of achievement or completion. They also include some that are available only to student with disabilities, such as an IEP Diploma or a Special Education Diploma. Some states have only one option to the regular diploma available to students at the end of high school. Other states have multiple options, up to five in at least one state.
Candace Cortiella: So, it appears that there is lots of variability across the states. How do parents learn about the diploma options in their state?
Dr. Martha Thurlow: There are really significant differences across states. Parents should check their state’s department of education website to learn about the options in their state and to understand the implications of each option.
Candace Cortiella: Martha, what is contributing to the increase in these exiting documents or diploma options other than a regular high school diploma?
Dr. Martha Thurlow: A major factor that has contributed to the increase in documents other than regular high school diploma is the increase in states with high school exit exams. These are tests students have to pass to be eligible for a [regular] diploma. That number has increased from 16 states in the mid-1990s to 26 states at most recent count in 2009. We are currently updating the information we have on diploma options so that we can gauge whether these numbers are continuing to increase and whether the diploma options available to students with disabilities are changing. Our latest reports are available on our website at www.nceo.info.
Candace Cortiella: Great. Laura, how is the increase in these alternatives to a regular diploma affecting students with learning disabilties?
Laura Kaloi: This increase in alternate exit documents has had a significant impact on students with LD. The percent of students with LD getting a certificate of completion has doubled from 1997 to 2007, from 7 percent to 14 percent. These alternatives don’t provide the same opportunities after high school as a regular diploma. So, we need to be very concerned about these options and the number of students with LD who are being given something other than a regular high school diploma. For example, a certificate of completion has little, if any, value, whether we are talking about job opportunities or post secondary education. Even the GED is not always treated as equal to regular high school diploma.
Unfortunately, schools might be giving up on students with LD way too early in their school career. Having the option to award an exit document like a certificate of completion or some type modified diploma can result in schools deciding early on that a student with LD is not going to earn regular diploma. And the course of study for that student will be determined by the exit document that he or she is working toward. Parents need to pay attention as early as elementary school. For example, the school and the IEP team might recommend that a student take an assessment other than the general assessment that students take annually (with or without accommodations). These other assessments have the potential to take students off track from receiving a regular high school diploma. So, basically students end up being tracked to these diploma alternatives, and sometimes it happens as early as elementary school.
Candace Cortiella: Martha, do states have the legal authority to impose exit exams as a condition of receiving a regular diploma?
Dr. Martha Thurlow: Yes. There is clearly a legal basis for states to establish graduation requirements, and that includes that students have to pass a test to be eligible to receive a regular diploma. In the past there have been some challenges to this brought on behalf of students with disabilities. There have been numerous cases (in Oregon, Alaska, and California) which have once again confirmed that students with disabilities can be held to an exit exam requirement.
But these cases also have confirmed the need for students with disabilities to receive appropriate accommodations, adequate instruction, and sometimes an opportunity to demonstrate their knowledge and skills through alternatives routes. For example, in Oregon they established an alternative route called a Juried State Assessment in which a panel of experts judges a collection of materials submitted by the student to demonstrate mastery. Many other states have looked carefully at their accommodations policies and have established alternative routes so that a student has appropriate avenues to earn a regular diploma when there is an exit exam.
Candace Cortiella: Laura, tell us what is happening in the public policy arena that might improve graduation rates students with LD?
Laura Kaloi: One very important change was made in 2008 by the U.S. Department of Education through issuing a new federal regulation under Title 1 of the Elementary and Secondary Education Act (currently known as No Child Left Behind). This regulation requires the use of a way to calculate graduation rate known as a cohort rate. A cohort measures the percent of students earning a diploma within four years. This is considered a much more accurate measure of graduation rate than the way states are currently calculating this rate. The regulation also does not allow students who earn GEDs or any type alternate award or certificate of completion to be counted as a graduate. So, states must begin using this method starting this school year (2010-2011). In addition, states must set rigorous graduation rate targets to speed up improvement. We at NCLD have been very involved in promoting adoption of this method and making sure that students with LD are included in all graduation data and graduation targets established by states. We sincerely hope that this new reporting requirement will help to improve graduation rates for all students, including those with learning disabilities.
Candace Cortiella: So this sounds like an important issue that parents and their students need to know and understand so that they can make an informed decision. Does NCLD have additional resources to help parents?
Laura Kaloi: Yes. We have a parent advocacy brief on high-stakes testing and students with LD. This brief includes a check list of essential elements parents should look for in a fair and non-discriminatory assessment system.
Candace Cortiella: Martha and Laura, thank you both for joining us today and sharing your expertise on this important issue.
This transcription was made possible by a grant from the American Legion Child Welfare Foundation.
