Abstract
Because American society equates education with high school graduation, many Americans will judge the success of school reforms that increased graduation requirements by the extent to which high school dropout rates have increased, decreased, or remained the same. This chapter explores the outcome of school level responses to state mandates that demanded increased graduation requirements, and the effect of these reforms on youth at risk of academic failure. It pays particular attention to one district's use of state monies set aside for drop-out prevention. In addition, the related question of whether graduation or education is the real agenda is discussed. Finally, recommendations are offered for mediating some of the effects of the state requirements and for improving the likelihood of at-risk youth absorbing a curriculum with higher expectations and graduating as competent members of society.
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