Status of State-Defined Alternate Diplomas in 2018-19. NCEO Report 416

The purpose of this report is to summarize the status of state-defined alternate diplomas in the 50 U.S. states three years after the Elementary and Secondary Education Act (ESSA) indicated that states could develop these diplomas and use them in accountability calculations. To count this diploma in...

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Veröffentlicht in:	National Center on Educational Outcomes 2019
Hauptverfasser:	Thurlow, Martha L, Test, David W, Rogers, Christopher M, Klare, Matthew, Lazarus, Sheryl S
Format:	Report
Sprache:	eng
Schlagworte:	Accountability Educational Legislation Educational Policy Elementary Secondary Education Eligibility Federal Legislation Graduation Requirements Guidelines High School Equivalency Programs Intellectual Disability Program Implementation Severe Disabilities State Policy Students with Disabilities
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Zusammenfassung:	The purpose of this report is to summarize the status of state-defined alternate diplomas in the 50 U.S. states three years after the Elementary and Secondary Education Act (ESSA) indicated that states could develop these diplomas and use them in accountability calculations. To count this diploma in a graduation measure for accountability, several criteria must be met, including that it must be standards-based, aligned to state requirements for the regular high school diploma, and obtained within the time period for which the state ensures the availability of a free appropriate public education (FAPE). This report documents the status of state-defined alternate diplomas in states in 2018-19 and provides recommendations to states intending to develop a state-defined alternate diploma.