Life Beyond High School:
Tracking Hallsville High School
2001 Graduates
Toni Erickson
Blake Ellingson
Michelle Zmajkovic
MBAC 5453
Quantitative Methods
Dr. Juan Castro
March 3, 2016
Life Beyond High School
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TABLE OF CONTENTS
ABSTRACT ....................................................................................................................... 3
INTRODUCTION ................................................................................................................ 5
LITERATURE REVIEW ..................................................................................................... 7
TEXAS STATE GRADUATION REQUIREMENTS............................................................ 9
GRAPHICAL ANALYSIS ................................................................................................. 12
GRADUATION PLANS .................................................................................................... 12
TAAS ............................................................................................................................... 13
TASP EXEMPTION.......................................................................................................... 16
SAT .................................................................................................................................. 17
COURSES TAKEN IN SENIOR YEAR ............................................................................ 19
SURVEYS ........................................................................................................................ 21
CONCLUSION ................................................................................................................. 22
REFERENCES ................................................................................................................. 23
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ABSTRACT
The topic of this paper is to analyze the academic anatomy of the average high school
graduate. The problem is many high school students are not properly prepared for college-level
course work.
Many students get to college, struggle, and find that they need more:
1. Academic Preparation – Realization that they should have had more English, Math, and
other rigorous courses to prepare them for their degree of choice.
2. Study Habit Preparation – Realization that they should have worked harder, especially
their senior year. They should have taken classes that challenged them with more research
projects, homework, and assessment all on an increasingly higher level to get them ready
for collegiate-level work.
3. Skills Preparation – Keyboarding, computer literacy, research techniques, and note taking.
Many students are required to take remedial courses their first year in college to get them
where they need to be academically. Hallsville High School has taken a proactive approach in
educating the whole student that is, integrating curriculum and technology, providing a mentoring
program that tracks students throughout their high school career, and exploring better ways to
make teaching more effective.
Hallsville High School, though recognized as a leader in public education, may have areas
of weakness in the preparatory process that connects high school to college. These areas of
weakness will be uncovered via analysis of existing data garnered during the student high school
career, and via survey results taken from the students themselves from a post high school view.
Through tracking 2001 high school graduates, we hope to find what those students are
doing now. If they are in college, what type of courses are they taking, and if they were required
to take remediation courses. If they are not in college, why are they not in college? Further
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insights will explore the missing link between high school and the world beyond through the eyes
of the high school graduate.
The expected results will uncover some areas of weakness that Hallsville High School, and
high schools in general, need to address to bridge the gap between high school and post secondary
education. The expected results will show that a more rigorous curriculum is necessary to properly
prepare a student for college. It will also show that high schools need to make the senior year
count; with more, meaningful classes involving research projects, and application to their field of
interest. In the past high schools have catered to the myth that the senior year is a slough-off year;
a time to party, a time to take classes where you don’t have to think much. The first year in
college is a reality check that pings the message, “Maybe I should have done more my high school
senior year.”
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INTRODUCTION
Educational preparation and college readiness of recent high school graduates have become
increasing concerns of parents, public officials, educators, and students. Today’s high school
graduate needs at least some college in order to gain a good paying job. Even in the manufacturing
industry, employers need employees with specific skills to run their machines, which may require
some technical education beyond high school.
The process of transition that seniors face when moving from high school to college is
shock therapy. They had become accustomed to not having to reach their full potential in high
school to collegiate expectations that place the educational responsibility on the student. One
might expect the student to place blame for this reality check on his or her school. “Surprisingly,
students placed most of the responsibility on themselves. Students stated that they did not take
high school seriously and purposely did not take challenging courses” (Nunely, 1999). One might
question, how do you motivate a senior to make his or her last year in high school count?
Traditionally, students view high school as a social gathering. Academics are second to
developing a social life. The motivation to study is just not there, however, they aspire to go to
college. The correlation between hard work in high school and success in college needs to be
apparent to students. In the 21st century, we as educators are realizing that a paradigm shift is a
must to “nudge our students onward and upward to that educational opportunity that will help them
realize their goals” (Clifford, 1998). There is a need to integrate curricula and standards so that
high school students are clear about the requirements of college.
This paper is important because Hallsville High School wants to give its students the best
education possible. Gaining the knowledge from past graduates on how they felt about their high
Life Beyond High School
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school experience and their philosophy on what was missing from their high school years is
invaluable information.
From the statistics, surveys, and analysis, Hallsville can assess, and make improvements to
their curriculum to improve the students’ success. This year, for the first time at Hallsville High
School, students are required to fill out a four-year plan, designating a career path in which they
might have an interest. This will spark the process of figuring out their future before entering
college. This is just one phase of preparing the students for life beyond high school.
The main audience for this paper includes the high school administrators, counselors,
parents, students, and the public in general.
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LITERATURE REVIEW
A search for and review of research relating to the transition of high school students to
college life resulted in the discovery of a number of papers that address this issue. Almost
universally, these papers decried the overall lack of college preparation that the average high
school student receives, especially during his or her senior year. For various reasons, most often
the senior year does not provide a “clear link” to the first year in an undergraduate course of study.
In general, high schools tend to focus on providing the minimum requirements for students to gain
access to postsecondary education, but not necessarily to do well once they get there (Kirst, 1998).
Students who are planning on going to college most often assume that they are being adequately
prepared, and tend to treat the senior year, especially the second semester, as a time to unwind and
relax, usually with the high school’s tacit approval. They are then often rudely surprised when the
first semester of college hits them with a set of minimum expectations that are much higher than
they had anticipated or were prepared for. This is definitely one of the reasons that the percentage
of today’s high school graduates who actually get their bachelor degrees has not changed
significantly from the percentage that received their degrees in 1950 (Kirst, 1998).
The primary methodology used by the researchers we reviewed involved a heavy use of
tabulated data, both cross-sectional and time series, gathered mainly via surveys and studies, often
by the U.S. Department of Education. Bar, pie, and area charts abound that report statistics over
the years concerning high school course selection, percentage of students in advanced placement
programs, and so forth. One of our general findings, for example, indicates that Hallsville High
School appears to be below the national average in advanced math course participation, which has
been shown to be important in making a smooth transition to collegiate level math courses (U.S.
Department of Education, 1998).
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The literature was very helpful in painting a national picture of what our high school
students want and expect out of their high school educational experience, and of what they actually
receive. In 1982, only 39% of high school seniors were hopeful of receiving a postsecondary fouryear degree. That number has since increased to approximately 70% (Nunley, 1999), and today
over seven out of ten high school graduates are enrolling in college. Unfortunately, less than 50%
of them receive the bachelor’s degree that they set out to achieve (Education Trust, 2001), and
roughly, one-third of them are required to take remedial course in math, reading, or writing just to
get to where they should have been out of high school (Fatah, 2000).
A problem clearly exists, so why isn’t more being done about it? Although the reasons are
many and complex, one insidious factor is the fact that most people seem unaware that there is a
significant cause for alarm concerning the level of college preparedness achieved during high
school. One recent survey revealed that only 39% of employers and 33% of college professors felt
like a high school diploma evidenced a sufficient mastery of “the basics.” When the same question
was asked of parents, teachers, and students, however, the affirmative response tallies were 66, 74,
and 77% respectively (Curriculum Review, 2001). Apparently, there are many participants in the
educational process, most notably the teachers themselves, who feel like the status quo is doing the
job that it is supposed to be doing. It is the purpose of this paper to attempt to uncover whether or
not this is true of Hallsville High School, and if not, to help determine why not.
Life Beyond High School
TEXAS STATE GRADUATION REQUIREMENTS
Hallsville High School offers three graduation plans in accordance to Texas State
Standards. They include:
Minimum Graduation Plan (22 credits)











4 Credits of English
o Must include English I, II, and III
3 Credits of Math
o Must include Algebra 1 and Geometry
2 Credits of Science
o Must include Biology and Integrated Physics
and Chemistry.
2 ½ Credits of Social Studies
o Must include U.S. History and U.S.
Government
½ Credit of Economics
1 Credit of Academic Elective
1 ½ Credits of Physical Education
½ Credit of Health Education
1 Credit of Technology Education
½ Credit of Speech
5 ½ Credit of Elective Courses
9
Life Beyond High School 10
Recommended Graduation Plan (24 Credits)












4 Credits of English
o Must include English I, II, III, and IV
3 Credits of Mathematics
o Must include Algebra 1, Algebra II, and
Geometry
3 Credits of Science
o Encouraged to take Biology, Chemistry and
Physics
3 ½ Credits of Social Studies
o Must include World History, World
Geography, U.S. History, and U.S.
Government
½ Credit of Economics
1 ½ Credits of Physical Education
Two Credits of Foreign Language
o Level I and II in the same language
½ Credit of Health Education
1 Credit of Technology Application
1 Credit of Fine Arts
½ Credit of Speech
3 ½ Credits of Elective Courses
Life Beyond High School 11
Distinguished Achievement Program (24 Credits plus advanced
measures)












4 Credits of English
o Must include English I, II, III, and IV
3 Credits of Mathematics
o Must include Algebra I, Algebra II, and
Geometry
3 Credits of Science
o Encouraged to take Biology, Chemistry and
Physics
3 ½ Credits of Social Studies
o Must include World History, World
Geography, U.S. History, and U.S.
Government
½ Credit of Economics
1 ½ Credit of Physical Education
3 Credits of Foreign Language
o Level I, II, and III in the same language
½ Credit of Health Education
1 Credit of Technology Education
1 Credit of Fine Arts
2 ½ Credits of Elective Courses
Advanced Measures
o Measures must focus on demonstrated student
performance at the college or professional
level
o A Student must achieve any combination of 4
of the following:
 Original research/project
 Test Data (AP Exams)
 IB Exams
 PSAT
 College Courses
Life Beyond High School 12
GRAPHICAL ANALYSIS
Surveys were sent to the 2001 Hallsville High School graduates. The purpose of the survey
was to find out how many graduates went on to college, and how many had to take remedial
courses. Though adequate survey results are not in at this time, this paper can provide some useful
information to predict the connection between high school and post-secondary education.
GRADUATION PLANS
Fifty-two percent of 203 seniors graduated on a Recommended or Distinguish Graduation
Plan (chart 1.1). This indicates that most of the students were at least thinking about going
college. Even if their intentions were not college bound, the choice of graduation plans keeps their
options open.
Graduation Plan
Distinguish
Program
3%
Minimum Program
48%
Chart 1.1
Recommended
Program
49%
Life Beyond High School 13
TAAS
One of the requirements to graduate high school in the state of Texas is to pass the state
mandated Exit Level TAAS (Texas Assessment of Academic Skills) test. The TAAS test was
created to ensure that every graduating student had minimum basic skills in reading, mathematics,
and writing.
The TAAS scale score indicated whether a student has met minimum expectations (a 70 or
above on reading and mathematics, and a scale score of 1500 or above on writing) and how far the
student’s achievement is above or below the passing standard. As seen in chart 2.1, TAAS scores
in writing cluster around 1800 indicating a consistency of writing skills among the students.
Writing
TAAS Score
Exit TAAS Writing
2500
2300
2100
1900
1700
1500
0
Chart 2.1
Writing
50
100
Student
150
200
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
The TAAS Reading and Math scores show no consistency in score levels, indicating a
variety of reading and mathematical skills (chart 2.2 and 2.3). These inconsistencies could be the
result of course offerings (regular versus honors), teaching styles, learning styles, and natural
ability.
1819.362
18.9247
1770
1770
259.4824
67331.14
0.095481
1.068299
940
1500
2440
342040
188
Life Beyond High School 14
Reading
Exit TAAS Reading
100
TAAS Score
95
Reading
90
85
80
75
70
0
50
100
150
200
250
Student
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
88.17188
0.499218
90
92
6.917361
47.84989
0.109313
-0.95024
27
70
97
16929
192
Chart 2.2
Math
Exit TAAS Math
TAAS Score
95
90
85
Math
80
75
70
0
Chart 2.3
50
100
150
Student
200
250
Mean
83.39247
Standard Error
0.454509
Median
85
Mode
89
Standard Deviation
6.19867
Sample Variance
38.42351
Kurtosis
-0.61847
Skewness
-0.56872
Range
26
Minimum
66
Maximum
92
Sum
15511
Count
186
Life Beyond High School 15
A closer look at the TAAS Reading and Math data reveals that those students on a
more rigorous graduation plan, out scored those students on a minimal track (charts 2.4
and 2.5).
50%
85
0%
0%
8%
10%
26%
22%
80
0%
9%
5%
17%
75
0%
0%
1%
20%
25%
27%
40%
48%
50%
60%
0%
Percentage of
Students per
Grad. Plan
TAAS Reading
90
95
100
Scores
Chart 2.4
Distinguished %
Minimum %
Recommended %
Chart 2.5
Distinguished %
85
21%
50%
45%
33%
16%
7%
80
90
0%
0%
0%
75
1%
0%
0%
20%
4%
19%
40%
17%
30%
22%
35%
60%
0%
Percentage of
Students per
Grad. Plan
TAAS Math
95
100
Scores
Minimum %
Recommended %
Life Beyond High School 16
TASP EXEMPTION
The Texas Academic Skills Program (TASP) is an instructional program designed
to ensure that student attending public colleges in Texas have the academic skills
necessary to perform effectively in college-level work. Students not yet proficient in an
academic area are required to take a remedial course as a prerequisite to a college-level
course in that academic area. The TASP includes a testing component to assess the
reading, writing, and math skills of students entering public colleges.
A student can be TASP exempt if on the TAAS test, he or she scores at least a 1770
on writing, an 86 on math, and an 89 on reading. TASP exemption indicates that the
student is academically prepared for entry-level college courses. This is one measure of
college readiness.
Overall, 30% of the 2001 Hallsville High School graduates earned TASP
exemption. The percentage breakdown by graduation plan can be seen in chart 3.1. This
indicates that students on a more stringent track are better prepared for college-level
curricula.
TASP Exempt by Graduation Plan
100%
83%
Distinguish
52%
Recommended
50%
30%
7%
0%
Chart 3.1
Plan
Minimum
TASP Exempt Overall
Life Beyond High School 17
SAT
Students who have an interest in post-secondary education typically take the SAT
(Scholastic Academic Test). This is a nationally recognized college entrance exam. Fiftyfive percent of Hallsville High School 2001 graduates took the SAT at least once. The SAT
scores can be seen on chart 4.1. The overall average score is 979 total on a 1600 scale.
Further analysis broken down by graduation plan shows a clear indication that students on a
more rigorous program performed significantly higher than do students on the minimum plan
(chart 4.2).
SAT
SAT Scores
1600
SAT Score
1400
1200
1000
SAT
800
600
400
0
50
100
150
Student
Chart 4.1
200
250
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
979.375
17.10286
965
870
180.9996
32760.87
0.287233
0.114249
990
470
1460
109690
112
Life Beyond High School 18
800
0%
0%
1%
43%
33%
50%
3%
11%
0%
3%
38%
57%
600
17%
30%
7%
60%
40%
20%
0%
0%
7%
0%
Percentage of
Students per
Grad. Plan
SAT
1000 1200 1400 1600
Scores
Distinguished %
Minimum %
Chart 4.2
Recommended %
Life Beyond High School 19
COURSES TAKEN IN SENIOR YEAR
Academically, how meaningful is the senior year in high school? Ninety-two percent of
Hallsville High School 2001 graduating seniors took an upper level English class whereas only
49% took any upper-level mathematics (chart 5.1). This correlation is predictable considering that
all three graduation plans require students to take four credits of English. Practical Writing can
substitute for English IV. Since only three credits of math are required, a student can meet this
requirement his or her junior year. Not requiring students to take a math class in the senior could
indicate a weakness in Hallsville High School’s plan for academic excellence. Further
confirmation of this can be seen in charts 5.2 and 5.3 where a significant percentage on both
recommended and minimum plans chose not to take a math class in the senior year.
Courses Taken in Senior Year
100%
80%
60%
40%
20%
0%
92%
49%
31%
14%
5%
AP English AP Calculus Algebra 2 or English 4 or No Math in
Higher
Better
Senior Year
Chart 5.1
2%
No English
in Senior
Year
Life Beyond High School 20
Minimum Graduation Plan
50%
40%
30%
20%
10%
0%
None
Algebra 1-4B
Algebra 1
Geometry
Math Models
Algebra 2
Trigonometry
Pre-Calculus
38%
24%
13%
3%
12%
4%
4%
1%
Math Course Taken Senior Year
Chart 5.2
Recommended Graduation Plan
40%
30%
29% 28%
25%
20%
10%
2%
None
10%
6%
Math Models
Algebra 2
Trigonometry
Pre-Calculus
AP Calculus
0%
Course Taken Senior Year
Chart 5.3
Life Beyond High School 21
SURVEYS
Of the surveys received, the students who graduated on the minimum plan and went on to
post-secondary institutions were required to take at least one remedial course. A consensus among
the students indicated a positive high school experience, and that Hallsville High School
adequately prepared them for what they are doing now. Interestingly, students took responsibility
for the education they received. One student wrote, “I believe that I was responsible for what I
learned and not who taught it.”
As expected, the surveys revealed that Hallsville high school could have better prepared the
students for life after high school by:

Requiring students to take a math class their senior year

Requiring students to complete a senior project

More required reading in classes

More computer classes
Life Beyond High School 22
CONCLUSION
Even though Hallsville High School is recognized for education excellence, there
are some weaknesses that need to be strengthened, such as increasing the percentage of students
graduating at least on the recommended program. Further consideration might be to look at
making the senior academically more meaningful to better prepare the student for post-secondary
education.
Hallsville ISD is taking a proactive approach to achieve academic excellence K-12. The
district is working on vertical alignment district-wide so that what the high school is doing directly
affects what the elementary school is doing and vice versa. This correlates to the business
industry’s networking.
In May 2001, Hallsville High School received a grant to implement High Schools That
Work initiative. This program established in 1987 by the State Vocational Educational
Consortium to raise the academic achievement of high school vocational students. Through
professional development and implementation of key practices, Hallsville High School hopes to
raise the academic standards of its students.
Hallsville High School has also been able to add a distance-learning center for students
who need to recapture lost credit. Future applications of the distance-learning center will include
students wanting to take courses not offered at Hallsville, as well as taking classes to get ahead.
In the search for academic excellence, Hallsville ISD is constantly planning, assessing, and
improving its goals so that ALL students received a complete education, and that when they
leave Hallsville high school, they are properly prepared for the opportunities and the
challenges the world has to offer.
Life Beyond High School 23
REFERENCES
Chenoweth, K. (1997). Colleges push to raise high school standards, lower remediation rates.
Community College Week, 53, 2
Clifford, B. T. (1998). Developmental Eductation. Clearing House, 71, 6.
Curriculum Review, (2001, April). What the numbers say. Curriculum Review, 40, 8, 3.
Education Trust (2001, May 9). Connections between high school standards and higher education.
Education Week.
Fattah, Representative Chaka (2000). Capitol Briefs. Community College Week, 12, 10 & 11.
Kirst, M. W. (1998). The senior slump: Making the most of high school preparation. The
National Center for Public Policy and Higher Education.
Nunley, C. R. (1999). High School/College partnerships that get students going.
Education Digest, 74, 7.
U.S. Department of Education (1998). 1998 high school transcript study. National Assessment of
Educational Progress.