Graduation Requirements, Documentation, and Minimum Competency Trends for Special Education Students in the Public Schools of Arkansas

The paper reviews policies of the state of Arkansas concerning high school graduation requirements and reports on a survey of individual school districts in Arkansas in regard to their policies concerning program modification, graduation requirements, and graduation documentation for secondary speci...

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Bibliographic Details
Main Author Walthall, Joe E
Format Report
LanguageEnglish
Published 01.11.1987
Subjects
Arkansas
Board of Education Policy
Credits
Disabilities
Graduation Requirements
High Schools
Individualized Education Programs
Resource Room Programs
School Districts
School Policy
State Surveys
Arkansas
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Summary:The paper reviews policies of the state of Arkansas concerning high school graduation requirements and reports on a survey of individual school districts in Arkansas in regard to their policies concerning program modification, graduation requirements, and graduation documentation for secondary special education students. Data are presented for the 272 responding school districts. Results indicated that 95% of districts provided some type of modification within the regular classroom for secondary special education students, that 96% allowed resource teachers to give subject area credit to their students, and that 44% required special education students to complete some subject area classes without modification. The most common basis for granting of a diploma to a special education student was a combination of performance standards specified by the student's individual education program and the minimum credit requirement established by the state. Eighty-five percent of the districts granted a regular diploma to students meeting graduation requirements. (DB)