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It describes how pathway choices should align with students’ postsecondary goals and High School and Beyond Plans, while addressing mismatches that weaken the intended purpose. Research questions cover necessary changes, barriers for schools and districts, equity of access, and potential additional pathways. Findings highlight recurrent demand for revisions, persistent resource and staffing constraints, inequities for English learners and other marginalized groups, and concerns about CTE sequence availability for students who do not meet testing requirements.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-school-graduation-pathway-options-research-questions-findings-and-barriers/587641/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-school-graduation-pathway-options-research-questions-findings-and-barriers/587641.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the intended purpose of graduation pathway requirements?","Question",{"text":112,"@type":113},"Graduation pathway options collectively declare that students are ready for postsecondary education, employment, civic engagement, and lifelong learning. Each pathway serves a different function and should support readiness through alignment with students’ individual goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research questions guided the three-year study?",{"text":117,"@type":113},"The study examined whether existing pathways should change, the barriers schools and districts face in offering all pathways, whether students have equitable access to all pathways, and whether additional pathways should be included.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers and inequities did the findings emphasize?",{"text":121,"@type":113},"Stakeholders cited lack of resources, funding constraints, and insufficient certified teachers or staffing as key barriers. The research also highlighted inequitable access for English learners, students with a 504 plan, students receiving special education services, students experiencing homelessness, and other systemically marginalized populations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587641,1792252188,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","December 2022  \nThe graduation pathway is one of three required components for earning a high school diploma (see Figure below) . Each component serves a different function. Together they fulfill the purpose of the diploma in declaring a student is ready for success in postsecondary education, gainful employment, civic engagement, and lifelong learning.  \nWhile students develop knowledge and skills across subject areas by completing the Credit & Subject Area Requirements (i.e., 24-credit framework), the graduation pathway options provide students multiple ways to show readiness for their individual education and career goals. In other words, what makes the graduation pathway requirement distinct from other requirements is the focus on the student’s individual goals. The pathway a student completes must align with the student’s postsecondary goals as described in their High School and Beyond Plan.  \nGraduation pathway options include tests and advanced courses in English language arts and math, Career and Technical Education course sequences, and the military vocational aptitude test (Armed Services Vocational Aptitude Battery) .  \nIn anticipation of potential barriers, the Legislature charged the State Board of Education with researching the first three years of pathways implementation to identify barriers and provide recommendations for changes to the existing pathways and additional pathways options. While implementation was disrupted by the COVID-19 pandemic, the research identified other challenges. The pathway options do not meet the needs of all students. In some cases, students complete pathways that do not match their individual goals, in which case the pathway is not serving its intended purpose. A strong, consistent theme we heard from students, families, and educators throughout three years of research is the need for more relevant, engaging, and authentic options, including options in subject areas beyond English and math, that can be customized to better align with students’ individual goals.  \nResearch questions:  \nThe research, conducted by Strobel Consulting over the past three addressed the following questions called out in the legislation:  \n• Whether changes to the existing eight pathways should be made and what those changes should be;  \n• The barriers schools and districts have to offering all of the graduation pathways and recommendations to eliminate or reduce those barriers for school districts;  \n• Whether all students have equitable access to all the graduation pathways and, if not, recommendations for reducing the barriers students may have to accessing all the  \ngraduation pathways; and  \n• Whether additional graduation pathways should be included and recommendations for what those pathways should be.  \nFindings over the three years of study:  \n• The need for changes to the pathways was a recurrent theme across each year of the study. In the first year, respondents expressed less familiarity with the pathways and there was more uncertainty as to whether there should be changes or additions to the current graduation pathway options than in subsequent years. In Year 2, most respondents agreed that changes should be made to the current graduation pathway options, with a larger proportion of high school administrators and personnel than district personnel agreeing that changes should be made. In Year 3, about half of educators responding to the District Survey agreed that changes should be made (YR1, YR2, and YR3) .  \n• The current graduation pathway options do not always align with students’ postgraduation goals and need to be more relevant to what students want to do and achieve beyond high school. Stakeholders in each year of the study indicated that for many students the current pathway options do not provide a meaningful trajectory for organizing their learning in the context of their intended pursuits beyond high school (YR1, YR2, and YR3) .  \n• In each year of the study, stakeholders reported the","cbCaim2DMgZX0H89","https://ap.wps.com/l/cbCaim2DMgZX0H89","pdf",6394641,353,"English","# Graduation pathway purpose and alignment\n## Credit & subject area requirements and individual goals\n## Pathway options included\n# Research charge and questions\n## Barriers and implementation disruptions\n## Questions addressed in the legislation\n# Key findings over three years\n## Need for changes and uncertainty across years\n## Alignment with postgraduation goals\n## Barriers to offering all pathways\n## Equity concerns for specific student populations\n## CTE pathway inequities and district constraints","[{\"question\":\"What is the intended purpose of graduation pathway requirements?\",\"answer\":\"Graduation pathway options collectively declare that students are ready for postsecondary education, employment, civic engagement, and lifelong learning. Each pathway serves a different function and should support readiness through alignment with students’ individual goals.\"},{\"question\":\"Which research questions guided the three-year study?\",\"answer\":\"The study examined whether existing pathways should change, the barriers schools and districts face in offering all pathways, whether students have equitable access to all pathways, and whether additional pathways should be included.\"},{\"question\":\"What barriers and inequities did the findings emphasize?\",\"answer\":\"Stakeholders cited lack of resources, funding constraints, and insufficient certified teachers or staffing as key barriers. The research also highlighted inequitable access for English learners, students with a 504 plan, students receiving special education services, students experiencing homelessness, and other systemically marginalized populations.\"}]","High School Graduation Pathway Options - Research Questions, Findings, and Barriers | PDF",1792062468,890]