Diploma Options and Perceived Consequences for Students with Disabilities

Abstract

In response to more than two decades of criticism that American students exit high school lacking the skills and knowledge necessary for a productive citizenry, states have implemented graduation policies intended to raise academic standards for all students. Such policies have included state and local district testing, development of exit examinations linked to a student's eligibility for a diploma, and a focus on improving student graduation rates. For states and local districts, the challenge of such policies has been how to best include students with disabilities within current and future accountability systems rather than establishing separate or alternative assessment practices. Although the political context surrounding graduation policies changes quickly, it is important to document policies and practices at points in time. In the study reported here, we replicated a 2002 survey about the status of state graduation policies and diploma options for youth with and without disabilities in 2006. State policies were also examined in relation to their intended benefits as well as possible unintended negative consequences. Recommendations for policies and practices are offered.