This article examines the correlation between high school GPA and ACT scores with college graduation rates. It challenges the perception that standardized test scores are the primary benchmark for college readiness, revealing that a high high school GPA is a more indicative predictor of college completion than ACT test scores. The insights from this article contribute to understanding the factors influencing the perception of success in American schools and questioning their true value. It also references prior research to reveal shifts in the perception of the reliability of various academic factors over time.

This 2023 study focuses on the use of contextualized measures of high school performance to predict college success, using an unspecified Midwestern state’s Department of Education database. The authors find that contextualized measures and GPA scores are stronger indicators of future success for women, low-income students, and underrepresented students of color. The study highlights the trend of college admission officers moving away from raw scores and towards more holistic measures. The usefulness of contextual measures is discussed in the context of making standardized tests optional and potential changes in affirmative action policies.

Analyzing how universities maintain diverse student populations in the face of affirmative action policies, this article discusses several key admissions methods launched by UC campuses. The author gathers data from the UC application database and public high school enrollment data from the California State Department. The article asserts that when affirmative action programs were eliminated, underrepresented minority enrollment decreased, but when reintroduced, it increased again. This source challenges the notion that success for high schools is clear-cut and may be unbalanced for those from minority backgrounds, countering society’s image of educational success.

Investigating how racial segregation affects schools and students’ opportunities, this paper argues that advantaged groups hoard educational resources, leaving minority students with lower-quality education. Using data from the National Center for Education Statistics’ surveys, the study compares California schools, focusing on levels of segregation. This resource sheds light on how minority students have limited access to education and provides insight into improving their educational opportunities by addressing racial segregation. It contributes to our thesis by exploring how racial segregation benefits some while being detrimental to minorities.

Following a case study on school leadership transition, this article analyzes the impact on the school’s success and challenges the audience to consider how to maintain success after an influential leader leaves. It examines success from different perspectives, such as state standards and teachers’ expectations on student growth. The article provides insight into how success may differ for individuals in high school education and gives a counter view on what steps may be taken for high schools with a majority of immigrants to achieve success.

This paper explores the challenges faced by English language learners in accessing postsecondary education. It argues that English language learners fall behind due to a lack of academic preparation in high school, impacting their access to postsecondary education. The paper includes a case study on Brighton High School, providing a direct examination of English language learners. This resource is crucial in demonstrating how certain areas with a disproportionate number of English language learners fall behind compared to areas with fewer English language learners, supporting our thesis.

This article outlines the methodology used by US News to determine the ranked list of best high schools in America. It details the factors considered, their respective weights, and changes from the previous year’s methodology. The resource sourced its data from publicly available sources and collaborated with RTI International, a global nonprofit social science research firm. This source is important for understanding how society values metrics like a strong academic curriculum, standardized test performance, and graduation rates, as indicated by US News rankings.

In this piece, Ramesh Ponnuru argues for a shift away from the “college-for-all” mindset, highlighting the increasing college dropout rates despite the persistent push to send as many students as possible to 4-year institutions. Using nationally sourced dropout rate data and citing federal legislation, Ponnuru justifies the need to reconsider the country’s current approach to secondary education. This source echoes many points outlined in our project and can be cited to show reasons why a rethink of the current education approach is necessary.

This article discusses the California High School Exit Exam (CAHSEE), arguing that state and local officials artificially constricted the pool of students counted for the test, creating an overly optimistic account of CAHSEE pass rates. Rogers argues that the pressure of test scores is not enough to promote academic success; schools need better support by allocating more resources for students in need. The article highlights how “test-based accountability” doesn’t always work and underscores the importance of holistic support for academic success.

This journal article provides a historical perspective on race-based admission policies and analyzes the impact of Proposition 209 in California on underrepresented minorities. Utilizing data from the UCOP and California Postsecondary Education System, the authors reveal a large gap in admissions and commitments for underrepresented minorities. The article suggests that affirmative action policies were not enough to address the gap and calls for a reevaluation of UC admissions, especially regarding public relations. This source exemplifies how academic success may be intrinsically flawed and unfairly applied to certain populations.

This book emphasizes the significance of the teaching profession within high schools, asserting that skilled and well-deployed educators are crucial for the value of schooling. Sizer contends that high schools should nurture students’ capacities for critical thinking and societal engagement, rather than focusing solely on rote instruction. The book challenges the perception of high schools as mere institutions for instruction and advocates for a nuanced approach to education.

This paper explores how living in specific neighborhoods affects high school graduation rates, arguing that sustained exposure to disadvantaged neighborhoods severely impacts graduation rates. The study uses survey data from approximately 2,800 households in the US, comparing them to approximately 2,000 low-income households. The research follows 4,154 children from age 1 to 20, demonstrating that people in disadvantaged neighborhoods have a lower graduation rate. This resource is crucial for understanding the impact of neighborhood environments on educational opportunities and supports our thesis that disadvantaged neighborhoods contribute to lower graduation rates.