Date of Award

12-1992

Degree Name

Doctor of Education

Department

Educational Leadership

First Advisor

Dr. Charles C. Warfield

Second Advisor

Dr. David Blomquist

Third Advisor

Dr. Ana Serfin

Fourth Advisor

Dr. Harry Groulx

Abstract

The purpose of this study was to identify high school graduation standards for high schools in the Upper Peninsula of Michigan. The standards should meet the state of Michigan recommendations or standards for high school graduation. In addition, recommendations of local, state , and national studies and commission reports were included. A comparison was made between a ll Upper Peninsula high schools' graduation requirements for both non-college-bound and college-bound students and the Michigan State Board of Education recommended graduation requirements and those of the Michigan College Presidents Council.

Inquiry was made into course cred it requirements for graduation, recommended curriculum for students planning on attending college, total number of credits required to graduate, number of class periods offered daily, and each high school's total enrollment. Every one of the 54 school districts asked to participate in the study responded cooperatively.

Enrollment was one of the variables examined in the study. Curricular offerings were examined on the basis of the number of students enrolled in the respective high schools. With one exception, all schools were equally above or below when the standards were compared. Size of the school by enrollment number did not make a difference in whether schools met, did not meet, or exceeded suggested standards for graduation.

The number of class periods (6, 7, and 8) in the day was also examined. The eight-period day was a variable because a ll schools operating in this category were able to offer more of an opportunity to students to attend more classes and thereby meet required and recommended levels.

The two open-ended questions included in the survey addressed the issue of' contemplated changes in graduation requirements and expected barriers in the accomplishment of those changes. School enrollment size and the number of class periods in the school day were both variables. Lack of money or the need to raise additional millage to cover costs for adding new programs was cited by many schools unilaterally as a critical issue.

Attitude and disposition of school board and faculty members was also cited as a barrier to proposed curricular changes affecting several schools.

Access Setting

Dissertation-Open Access

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