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This mixed methods critical policy analysis uses a critical structural capital framework to examine federal and state policies and North Carolina administrative data, showing policy language alludes to college and career readiness yet relies on graduation alone. Fixed effects results indicate Black students faced higher course failure but were more likely to graduate, suggesting incentives to graduate at the expense of readiness.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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accountability metric did the U.S. Department of Education introduce in 2008?","Question",{"text":63,"@type":64},"It introduced the four-year adjusted cohort high school graduation rate formula to treat graduation as a high-stakes accountability metric.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the analysis critique the policy’s approach to racial disparities?",{"text":68,"@type":64},"The critique is that the policy sought to address graduation-rate disparities by race but did not attend to systemic reasons minoritized students had lower graduation rates.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the fixed effects model results suggest about incentives and readiness?",{"text":72,"@type":64},"Black students were more likely to fail courses yet more likely to graduate, indicating federal accountability incentivized schools to push graduation at the expense of college and career 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--- |\n| Arizona State University |  |\n| Volume 32 Number 75 November 26 , 2024 ISSN 1068-2341 |  |\n\nProblematizing the Black-White Racial Dichotomy Inherent to High School Graduation Rate Accountability: A Mixed Methods Critical Policy Analysis  \nSamantha Viano  \nGeorge Mason University  \nUnited States  \n&  \nNakia M. Gray-Nicolas  \nQueens College, CUNY  \nUnited States  \nCitation: Viano, S. & Gray-Nicolas, N. M. (2024). Problematizing the Black-White racial dichotomy inherent to high school graduation rate accountability: A mixed methods critical policy analysis.  \nEducation Policy Analysis Archives, 32(75). [https://doi.org/10.14507/epaa.32.8577](https://doi.org/10.14507/epaa.32.8577)  \n[Abstract:](Abstract: The U.S. Department of Education introduced the four-year adjusted cohort high)[ The U.S. Department of Education introduced the four-year adjusted cohort high](Abstract: The U.S. Department of Education introduced the four-year adjusted cohort high)[school graduation rate formula in 2008 to usher high school graduation in as a high-stakes](school graduation rate formula in 2008 to usher high school graduation in as a high-stakes)[ ](school graduation rate formula in 2008 to usher high school graduation in as a high-stakes)[accountability metric. This policy sought to address disparate graduation rates by student](accountability metric. This policy sought to address disparate graduation rates by student)[ ](accountability metric. This policy sought to address disparate graduation rates by student)race but did not attend to systemic reasons why minoritized students had lower graduation rates. Using a critical structural capital theoretical framework, this mixed methods critical policy analysis analyzes federal and state-level policy on high school graduation rate accountability and state administrative data from North Carolina to assess how policy ignores structural inequality in ways that result in divergent access to traditional forms of capital, dismissing non-traditional forms of capital necessary for college and career readiness. A critical discourse analysis of policy finds language that alludes to college and career readiness but relies on high school graduation alone as the metric. We use these findings to provide context for our quantitative analysis. In school-by-cohort fixed effects models, Black  \nstudents were more likely to fail courses than similar White students but more likely to graduate high school. These findings indicate federal accountability incentivized schools to push more Black students to graduate but did so at the expense of their college and career readiness.  \nKeywords: critical policy analysis; critical discourse analysis; mixed methods; high school graduation; racial inequality  \nProblematización de la dicotomía racial blanco-negro inherente a la responsabilidad sobre la tasa de graduación de secundaria: Un análisis de políticas crítico y demétodos mixtos  \nResumen: El Departamento de Educación de los Estados Unidos introdujo en 2008 la fórmula de la tasa de graduación de secundaria ajustada por cohorte a cuatro años para establecer la graduación de secundaria como una métrica de alta responsabilidad. Esta política buscaba abordar las tasas de graduación dispares según la raza de los estudiantes, pero no consideró las razones sistémicas por las cuales los estudiantes minorizados teníantasas de graduación más bajas. Utilizando un marco teórico de capital estructural crítico, este análisis de políticas crítico y de métodos mixtos examina las políticas federales y estatales sobre la responsabilidad en la tasa de graduación de secundaria y los datos administrativos estatales de Carolina del Norte para evaluar cómo estas políticas ignoran la desigualdad estructural de maneras que resultan en acceso divergente a formas tradicionales de capital, descartando formas no tradicionales de c","cbCaicCEimLOCBy6","https://ap.wps.com/l/cbCaicCEimLOCBy6","pdf",475525,27,"English","# Abstract\n## Policy background and accountability metric\n## Theoretical framework and methods\n## Findings on course failure and graduation\n## Implications for college and career readiness","[{\"question\":\"What accountability metric did the U.S. Department of Education introduce in 2008?\",\"answer\":\"It introduced the four-year adjusted cohort high school graduation rate formula to treat graduation as a high-stakes accountability metric.\"},{\"question\":\"Why does the analysis critique the policy’s approach to racial disparities?\",\"answer\":\"The critique is that the policy sought to address graduation-rate disparities by race but did not attend to systemic reasons minoritized students had lower graduation rates.\"},{\"question\":\"What do the fixed effects model results suggest about incentives and readiness?\",\"answer\":\"Black students were more likely to fail courses yet more likely to graduate, indicating federal accountability incentivized schools to push graduation at the expense of college and career readiness.\"}]","Problematizing the Black-White Racial Dichotomy Inherent to High School Graduation Rate Accountability - A Mixed Methods Critical Policy Analysis | PDF",1792094374,68]