Creating A Massachusetts High School Curriculum
For College and Career Readiness
Summary
Nearly all high school students need and deserve a curriculum that is aligned with the standards and
expectations of postsecondary education and the workplace. Research conducted by ACT and the Southern
Regional Education Board (SREB) point to the same conclusion, especially in relation to courses taken in the
11th and 12th grades. The course of studies students take in high school plays the most important role in
college success. The rigor of a high school curriculum also affects students hoping to enter a well-paying,
high growth career field immediately following high school.
To succeed in high-paying, high-growth jobs, employees must be able to write and speak clearly, analyze
information, conduct research, and solve difficult problems. These skill requirements are the same whether a
high school graduate goes directly to work or college. Job-related skills, including cognitive skills, technical
skills, and more general “soft skills” such as communication, problem-solving, and behavioral skills, are
developed with access to and completion of a rigorous secondary curriculum. Development of these skills
directly affects a person’s potential for employment and future career advancement.
The Education Trust (2005) recently studied the characteristics and practices of “high impact” high schools.
“High impact” schools are defined as being especially effective in improving the academic achievement of
previously low-performing students. The study found that these schools open the door to rigorous courses
for nearly all students, regardless of prior academic preparation. The researchers concluded that struggling
students in these schools spend more time in academic courses, rather than in support courses, as compared
to their peers in high schools that do not demonstrate the same gains. One of the high impact high schools
reported in the study is University Park in Worcester, where high expectations are the norm for all students,
not just a portion of the school’s enrollment.
This background paper provides an overview of how well Massachusetts is preparing students for
postsecondary education and the percentage of students that are not making through the educational pipeline.
It examines the persistent achievement gaps that exist between white and non-white, affluent and poor
students. It also identifies current state and local requirements for high school graduation as well as state
college/university entrance requirements regarding high school coursework. The paper examines
recommended or state mandated programs of study in addition to current research on the relationship
between course taking and student achievement and success beyond high school. The paper closes with a
caution that solely recommending or requiring a series of courses in high school may not be enough to raise
student achievement and better prepare students for a college or a career. It is critical that the courses taken
be rigorous and aligned with the courses that students are expected to take in college.
Massachusetts is Making Educational Progress
One measure of educational progress in Massachusetts has been the increase in percentage of students who
have earned a Competency Determination (CD) on their first attempt. While just 68 percent of students in the
Class of 2003 met this milestone as sophomores, 84 percent of students in the Class of 2008 passed both
exams on their first try (as sophomores). After just one retest, the number of students in the class of 2008 that
reached the competency determination is 89%.
Academic achievement increases are also reflected by national assessment exams. In 2005, according to the
College Board, Massachusetts’ combined SAT scaled scores rose for the 14th year in a row, putting the state
again at or near the top in nationwide performance. In addition, 85 percent of all public and private school
students participated in the exam, putting Massachusetts in the top three nationwide for student participation.
There was a slight decrease in scores in 2006 that reflected trends nationwide. Moreover, Massachusetts’ 4th
and 8th graders ranked first or tied for first among all states on the National Assessment of Educational
Progress (NAEP) in four reading and mathematics exams administered in 2005
The US Chamber of Commerce in 2007 has ranked Massachusetts at or near the top in academic
achievement, academic achievement of low-income and minority students, rigor of standards, postsecondary
and workforce readiness and a 21st century teaching force.
So, with these results, what is the problem?
Impetus for Change
Too many students in Massachusetts and in the nation are leaving high school under prepared for the rigors
of college and the workplace. According to Achieve, Inc. (2004), 39 percent of high school graduates who
are currently in college, and 39 percent of recent college graduates, say that there were gaps in how high
school prepared them for the rigors of college or their current job. College instructors estimate that 42
percent of recent public high school graduates were not prepared for college-level classes, and employers
estimate that 45 percent of high school graduates were not prepared to advance beyond entry-level jobs.
Furthermore, too many students do not make it through the educational pipeline. According to a 2004 report,
the National Center for Public Policy and Higher Education estimates that for every 100 students in
Massachusetts who enter ninth grade, only 76 graduate from high school, 52 enter college, 40 enroll in their
sophomore year (in college), and 29 graduate (from college) in four years. (Note: In February 2007, the
Department released for the first time a four-year high school graduation rate for the 2006 cohort. The
overall state graduation rate was 79.9%.)
The Educational Pipeline
100%
90%
80%
70%
76%
68%
60%
52%
50%
40%
40%
40%
27%
30%
29%
18%
20%
10%
0%
Graduate from H.S.
Enter College
Massachusetts
Still Enrolled
Sophomore Year
Graduate on Time
from College
United States
Source: National Center for Public Policy & Higher Education, Policy Alert, April 2004.
2
The Challenge of Globalization
As the modernization of technology and transportation continues to create a more integrated global economy,
higher skills and knowledge will be required for industry and the workplace. It is important to measure the
success of our students against those from other nations. Simply stated, students in Massachusetts and the
nation are competing head to head with their international peers in math, science, and technology. It is no
longer sufficient to say that we lead the nation when students from other countries such as Germany, Japan,
China, India and Singapore outperform even our best students.
In 2003, the United States ranked 24th in mathematics among 30 countries in the Organization for Economic
Cooperation and Development (OECD) that includes most of our major trading partners and competitors.
The math assessment - the Program for International Student Assessment (PISA), is an exam given to 15year-olds around the world. (U.S. Dept. of Education)
550
500
450
400
350
Irelan
d
OECD
Avera
g
e
Slova
ck Re
public
Norwa
y
Luxem
bourg
Polan
d
Hunga
ry
Spain
United
States
Portug
al
Italy
Greec
e
Turke
y
Mexic
o
Japan
Canad
a
Belgiu
m
Switze
rland
New Z
ealan
d
Austra
li
a
Czech
Repub
lic
Icelan
d
Denm
ark
Franc
e
Swed
en
Austria
Germ
any
300
Finlan
d
Korea
Nethe
rlands
Average Scale Score
PISA 2003: Results
On average, even students in the top 10 percent in the United States were outperformed by their international
counterparts.
10
8
6
4
2
3
Spain
Portug
al
Greec
e
Mexic
o
Italy
Turke
y
Irelan
d
Polan
d
Luxem
bourg
Hunga
ry
United
States
Korea
Japan
Finlan
d
Nethe
rlands
New Z
ealan
d
Switze
rland
Austra
lia
Canad
a
Czech
Repub
lic
Icelan
d
Denm
ark
Swed
en
OECD
Avera
ge
Austria
Germ
any
Franc
e
Slova
k Rep
ublic
Norwa
y
m
0
Belgiu
Percent of Students
PISA 2003: % of Students in Highest Achievement Level
Education and Economic Growth
Technology has been the lifeblood of the Massachusetts economy for the past 30 years, helping to replace
jobs that have been lost due to global competition, the cost of doing business in Massachusetts, and other
economic factors. Biotechnology, health, pharmaceuticals, electronics, defense, communications, and high
technology research continue to be an engine of economic development with the assistance of world-class
private and public colleges and universities. (Mass. Executive Office of Economic Development, 2005) To
succeed in this ideas-based economy, residents must be ready to meet employers’ demands for higher levels
of academic and technical skills. (Association of Independent Colleges of Massachusetts, 2003)
A survey by the National Association of Manufacturers (NAM) in 2005 indicated that 84 percent of those
surveyed answered “no” when asked if K-12 schools were “doing a good job preparing students for the
workplace.” Additionally, the survey noted that 61 percent of businesses with 500 or more employees felt
that applicants with high school/equivalency qualifications were poorly prepared for a typical entry-level job.
(NAM, 2005)
The Need for Postsecondary Education
The U.S. Bureau of Labor Statistics (2001) projects that occupations requiring some type of postsecondary
education will rise from 29 percent to 42 percent nationwide by 2010. The Educational Testing Service
(2003) estimates that 67 percent of all newly created jobs will require at least some postsecondary education.
And according to the Division of Career Services, by 2010 the Massachusetts economy is expected to expand
by 9 percent, or 304,500 new jobs, with 62 percent of the new jobs requiring at least an associate degree.
Share of New Jobs 2000-2010
60%
36%
40%
31%
22%
20%
10%
0%
High school dropout
High school diploma
Some postsecondary
Bachelor's degree
Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–
16 Reform, Educational Testing Service, 2003.
The creation of new employment fields has led to an increasing “skills gap,” leaving some of the state’s
businesses unable to fill positions that are essential to their success and growth. Simply stated,
Massachusetts’ employers are increasingly looking to employees beyond its borders to fill their employment
needs. The Massachusetts Institute for a New Commonwealth (MassINC) recently reported that “the state’s
future economic success hinges on its ability to attract and retain skilled workers and to ensure that its
residents have the skills needed to succeed in the work place.”
4
Educational Attainment and Earnings
It is growing increasingly more difficult for students who drop out or end their education after high school to
compete in the 21st century workplace. The average income for those with a college or advanced degree
greatly exceeds that for individuals with minimal educational attainment, and this earnings gap is expected to
continue to widen for the foreseeable future.
2004 Massachusetts Income by Educational Attainment
For Population 25 & Older
$70,000
$58,750
Estimated Salary
$60,000
$47,005
$50,000
$40,000
$33,979
$30,600
$30,000
$21,377
$20,000
$10,000
$0
Less than high
school
High school
graduate
Some college
or associate's
Bachelor's
degree
Graduate or
professional
$21,377
$30,600
$33,979
$47,005
$58,750
2004 Mean Income
Education Completed
Source: U.S. Census Bureau, 2004 American Community Survey
How Well is Massachusetts Preparing All Students for Success in College and a Career
Using MCAS as one measure, a higher percentage of African-American and Latino students continue to
score in the needs improvement and failing categories on the 10th grade math assessment than their White
and Asian peers. Overall, 64 percent of Hispanic students scored below the proficient level on the 10th grade
mathematics MCAS (32 percent failing, 32 percent needs improvement). Similarly, 59 percent of African
American students scored below the proficient level (26 percent failing, 33 percent needs improvement).
Asian and White students had 21 percent (7 percent failing, 14 percent needs improvement) and 27 percent
(8 percent failing, 19 percent needs improvement) respectively, scoring below proficient.
10th Grade Mathematics MCAS 2006
Needs Improvement and Failing
33%
35%
32%
32%
30%
25%
20%
15%
26%
21%
19%
14%
12%
7%
10%
8%
5%
0%
needs improvement
All
failing
African American
Asian
Hispanic
White
English Language Arts scores paint a similar picture, where 61 percent of Hispanic students scored below
proficient (41 percent needs improvement, 20 percent failing), and 52 percent of African American students
5
scored below proficient (39 percent needs improvement, 13 percent failing). In contrast, 24 percent of White
students and 27 percent of Asian students scored below proficient on the ELA exam.
10th grade ELA MCAS 2006
Needs Improvement and Failing
50%
30%
41%
39%
40%
24%
21%
20%
20%
20%
13%
7%
10%
6%
4%
0%
needs improvement
All
failing
African American
Asian
Hispanic
White
Limited English Proficient Students and Students with Disabilities
The figures for limited English proficient (LEP) and special education students are equally alarming. A total
of 87 percent of LEP students and 70 percent of special education students scored below proficient on ELA
10th grade MCAS in 2006, and 73 percent of LEP students and 70 percent of special education students
scored below 240 on mathematics. While the needs of these different learning groups differ, the scores are
unacceptable and serve as a call to action.
Changes in Student Population
Massachusetts schools continue to become more racially and ethnically diverse. In 2005, there were nearly
976,000 students enrolled in public schools in the Commonwealth. Of that total, 251,992 or 34 percent were
minority students, including 86,553 African American and 115,267 Latino students. The growth in these
populations further challenges the state to close the achievement gap between White and Asian students, and
African-American and Latino students.
Percentage Change in Student Population 1995 - 2005
50%
45%
40%
41%
34%
35%
30%
25%
20%
15%
10%
5%
0%
43%
20%
9%
2%
White
(723,919)
All MA Students
(975,911)
AfricanAmerican
(86,553)
Total Minority
Students
(251,992)
Asian
(46,965)
Student Race/Ethnicity and 2005 Population
Too Few Students Graduate College-Ready
6
Hispanic
(115,267)
Massachusetts leads the country in the percentage of students completing college in four years, but the story
is quite different for the percentage of students graduating college ready. In fact, in this area the
Commonwealth lags behind a number of other states. As a result, many of the state’s students need
remediation in reading and math irrespective of their prior educational record.
College Readiness Rate
100%
80%
60%
40%
39% 37%
38%
33% 32%
28%
23% 20%
20%
12%
16%
0%
All
Asian
African-American Hispanic /Latino
Massachusetts
White
National
Source: Manhattan Institute, 2003.
Nationally, nearly three in ten college students are placed in a remedial course during their first year.
According to a 2005 Massachusetts Board of Higher Education report, 37 percent of incoming freshmen
from public high schools were required to take a remedial course in reading, writing, or math in 2004. The
additional costs borne by students, their families, and the Commonwealth is financially burdensome. Even
more concerning is the fact that the majority of college students in the United States taking remedial
coursework never graduate from college. According to data from the National Center of Education Statistics,
76 percent of students requiring remediation in English do not end up receiving an associate’s degree or a
bachelor’s degree. The non-degree-earning rate for students requiring math remediation is 63 percent. (The
Condition of Education, 2004)
% of First Year Students in Post-secondary Education Requiring
Remediation in the United States
11%
Reading
14%
Writing
22%
Math
28%
Reading, Writing or Math
0%
5%
10%
15%
20%
25%
30%
35%
Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary
Institutions in Fall 2000, 2003.
Improving college readiness is crucial to the development of a talented and diverse labor force. An ACT (p.
v, 2005) policy report states that there are three overlapping reasons that many students are not ready to
succeed in postsecondary programs without support:
7



The broad array of courses offered in our high schools and the varying course sequences that
students can take.
Students do not always take the right courses in the right order that contribute most to postsecondary
readiness.
The lack of rigor of the high school curriculum (graduation requirements, curriculum depth, and
alignment with the knowledge and skills required for successful transition to postsecondary
education) leaves many students inadequately prepared for college success.
58.6% 59.1%
Math
Science
27.0%
25.2%
16.4%
2 yrs
13.9%
3 yrs
4 yrs
Current High School Graduation Requirements
Currently, Massachusetts has three state requirements for graduation: (1) meet the Competency
Determination standard in math and English language arts, (2) take American History/Civics (MGL Ch. 71
S. 2), and (3) take four years of physical education (MGL Ch. 71 S. 3). Local school districts are expected to
set additional graduation requirements, which may include the number of English, math, and science courses.
Based upon a spring 2005 survey of school district handbooks and courses of study, 16.4 percent of districts
in the state have established a two-year requirement for math and 27 percent have established a two-year
requirement for science. Thus it is possible for students in some high schools to take as few as two years of
math and two years of science and still earn a high school diploma. This contrasts to high school districts that
require four years of math (25.2 percent) and those that require four years of science (13.9 percent).
Source: Mass. Dept. of Education Survey, 2005.
Listed below is a side-by side comparison of state high school requirements and requirements for admission
into a public higher education four year institution. According to data collected by the Board of Education,
there continues to be students who apply to state colleges or universities, who have met state and local
graduation requirements, yet have not taken the requisite core courses for admission.
Course Requirements (in Years)
Massachusetts Legislative
Requirements for Admission
Requirements for a HS
into Massachusetts Public
Diploma
Higher Education 4-year
institutions
English
4
Mathematics
3 (including Algebra II)
Social Studies/US
1
2
History
Science
3 (two with Lab)
Foreign Language
2 (in a single language)
Health/PE
1
Source: Mass. Department of Education Survey, Spring 2005 and Massachusetts Board of Higher Education
8
Improving the College and Work Readiness Rate
Taking a rigorous academic core can make a significant difference in preparing for and succeeding in college
and the workplace. Completion of a high school curriculum of high academic intensity and quality has a
significant impact on the college degree completion rate particularly for African-American and Latino
students. This effect is more pronounced than any other pre-college indicator of academic resources. Taking
a rigorous high school curriculum that includes a math sequence at least through Algebra II reduces by half
the gap in college completion rates between White students and African-American and Latino students.
(Adelman, 1999)
Strong High School Curriculum
and College Completion
Percent Compleing College
100%
75%
80%
73%
79%
86%
61%
60%
45%
40%
20%
0%
All college entrants
Entrants who had a strong high school
curriculum
African-American
Latino
White
Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999
A strong curriculum is defined by Clifford Adelman is as follows:
 3.75 or more Carnegie units of English;
 3.75 or more Carnegie units of mathematics;
Highest mathematics of calculus, precalculus, or trigonometry;
 2.5 or more Carnegie units of science or more than 2.0 Carnegie units of core
Laboratory science (biology, chemistry, and physics);
 More than 2.0 Carnegie units of foreign languages;
 More than 2.0 Carnegie units of history and/or social studies;
 More than 1 Advanced Placement course; and no remedial English or remedial mathematics courses
Taking a Rigorous Math Core Makes a Difference
Percentage of Students Taking a Math Course Beyond Algebra II
by Graduation
80%
60%
61%
50%
29%
40%
19%
20%
0%
All MA
Nationally (Highest)
African American
Hispanic
Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999
9
Bachelor's Degree Completion by Mathematics Courses
by Graduation, 1992
100%
80%
82.7%
74.6%
60%
62.1%
40%
40.3%
20%
22.2%
10.2%
0%
Algebra I
Geometry
Algebra II
Trigonometry
Pre-Calculus
Calculus
Source: Adapted by Achieve, Inc. from Adelman, Clifford, U.S. Department of Education, Answers in the
Toolbox, 1999
Graduation Requirements in Other States
Nationwide, states have begun to develop more structured requirements for high school graduation including
a mandatory course sequence, tiered or differentiated diplomas, senior or community service projects, and
exit exams. Many states have established a recommended or required course of study for graduation.
Arkansas, Indiana, and Texas have adopted a “default” course of study defined by the state as college and
work preparation. In these states students and their parents are allowed to assume responsibility for selecting
a less rigorous option by “opting-out” of the challenging state-designated curriculum. (Achieve, 2004)
Michigan has recently adopted the “Michigan Merit Core” which requires 16 “credits” for students beginning
with the class of 2010. (Michigan Board of Education, 2005) Michigan had previously required only a single
one-semester civics class.
These courses of study set a target for high schools with a specific focus on multiple years of college
preparatory math and science as well as foreign language. Further detail on course requirements in other
states is available in Appendix 1.
Other Recommended High School Courses of Study
The High Schools That Work (HSTW) initiative, led by the Southern Regional Education Board, has spread
since 1987 to over 1,200 sites in 32 states (including Massachusetts) and recommends the following core
curriculum. (www.sreb.org)





At least four English courses;
Four credits in mathematics, including algebra II and a higher level or a specifically developed
course to prepare students for postsecondary study so they can avoid remedial college
mathematics;
Three college preparatory science courses, including biology, chemistry, physics, or
anatomy/physiology with labs and research reports;
One computer course or demonstrated proficiency beyond keyboarding early in the high school
course of study; and
Four credits in a concentration such as math/science, humanities, or a career/technical
concentration.
10
The State Scholars Initiative program was originally developed by a group of business leaders in Austin,
Texas and encouraged students to challenge themselves by completing a course of study beyond the
minimum requirements for high school graduation. Listed below are the recommendations of the State
Scholars course of study: http://www.texasscholars.org





Three years of math: algebras 1 and 2, and geometry;
Three years of science: biology, chemistry, and physics;
Four years of English;
Three and a half years of social studies, including economics; and
Two years of a language other than English.
Appendix 2 provides a chart describing diplomas and endorsements issued in all fifty states as assembled by
Achieve, Inc. (2005).
The Federal Role in Defining Rigorous High School Curricula
The U.S Department of Education has begun to expand its role into the realm of encouraging rigorous
curriculum in high schools. While the state and local school districts have traditionally assumed this role, the
U.S. Department of Education has begun the Academic Competitiveness Grants federal student aid program.
This program will provide college financial grants for low-income students who have taken a rigorous high
school curriculum. The determination of a rigorous high school curriculum will be made by a state agency
and will need to be recognized by the U.S. Secretary of Education. Additional funds will be available
through the National Science & Mathematics Access to Retain Talent Grant (National Smart Grant) for
those students who have continued success at the postsecondary level and major in critical areas such as
math, science, and engineering. On June 29, 2006 the U.S. Department of Education approved Massachusetts
five Academic Competitiveness Grant eligibility options outlined in our state’s proposal - complete the
courses outlined in the State Scholars Course of Study; or set of courses similar to the State Scholars
Curriculum; meet the requirements of the Massachusetts Board of Higher Education admissions criteria;
complete the standards of the Certificate of Occupational Proficiency; take at least two Advanced Placement
or International Baccalaureate courses and pass the examinations.
Defining the Characteristics of a Rigorous High School Curriculum
The development of curriculum standards, assessments, and either a required or recommended course of
study comprise only one step in ensuring college and career readiness. The greater portion of the work
resides in identifying and delivering the appropriate sequence of coursework that has high expectations for
students at the school and district level. In fact, high-level “pipeline” courses such as algebra, geometry,
algebra 2, biology, chemistry, and physics are necessary to develop the skills required to succeed in college
courses. Close monitoring of students’ selection and successful completion of these courses through
individualized career and education plans should begin as early as junior high/middle school.
At present the characteristics of an individual course can vary greatly among the Commonwealth’s more than
300 high schools. Two courses with the same name can have completely different content, instructional
expectations and assessments, even within the same high school building or district. Expectations and course
rigor can be measured in part by examining the syllabus and sample student assignments. Part of the task of
reforming or redesigning high schools is to measure the course by its content and expectations rather than by
the course title or level.
Rigor and Relationships
Successful schools combine rigor—high expectations and a meaningful course of study—with
relationships—powerful, sustained involvement with caring adults who mentor, advise, and support students
throughout their high school careers. (Gates Foundation, 2003) These caring adults manifesting themselves
to a great degree as skilled teachers and administrators are the core constituency in planning and
implementing effective college oriented courses. Effective teachers have flexible pedagogical styles to assist
students to comprehend difficult concepts and make connections to former learning, current events, popular
culture, and across the curriculum. (ACT, Inc. and the Education Trust, 2004)
11
High School Homework
In absolute terms, most high school students do not spend a lot of time preparing for class. According to a
2005 national High School Survey of Student Engagement (HSSSE) conducted by Indiana University with
more than 80,000 students, approximately 50 percent of respondents reported doing four hours or less per
week preparing for class, 32 percent spent two hours or less, and 20 percent spent one hour or less doing
homework. In addition, almost 60 percent of seniors reported spending three hours or less doing homework.
These are troubling statistics because these few hours may leave many students ill-prepared for the transition
to college. According to the National Survey of Student Engagement (NSSE), one-half of first year students
in four-year college spend 10 hours per week doing homework, which is at least twice as many hours per
week as they did when they were high school seniors.
http://ceep.indiana.edu/hssse/pdf/college_prep_hssse05.pdf.
Engaged Classrooms
Effective college preparatory classrooms are those in which students are actively engaged in their learning.
Academic engagement heavily depends on educators and students building relevant learning experiences. It
is also vital, particularly for students who are most at risk for disengagement and dropping out, that
curriculum and instruction connects learning to students’ lives and cultural and linguistic contexts. Academic
engagement also grows through educators who connect students with resources, guidance, and information
needed to make decisions about course-taking, postsecondary education, and career pathways. Low-level
courses and general or non-academic tracks, where many at risk students are found, foster and deepen
student disengagement. All students should be engaged in disciplined inquiry, which requires problemsolving, higher-order thinking, and the capacity to construct, rather than merely reproduce knowledge.
(National High School Alliance, 2005)
12
_____________________________
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