CO Council on High School/College Relations 2012
(PDF, 1.41MB, 12/12)
PA Commission for Community Colleges 2012 Student Success Forum
(PDF, 537K, 10/12)
2012 NACAC National Conference
2012 ECS National Forum on Education Policy
2011 NACEP National Conference
(PDF, 741K, 10/11)
Oklahoma Legislative Task Force on Achieving Classroom Excellence
(PowerPoint, 205K, 10/09)
Joint Meeting of Utah Board of Regents/State Board
(PowerPoint, 209K, 7/09)
State-Level Concurrent Enrollment Policies
(PowerPoint, 491K, 3/09)
New England Board of Higher Education Conference
(PowerPoint, 870K, 1/09)
ECS/Kauffman Regional Meeting for Heartland/ Midwest
(PowerPoint, 355K, 12/08)
Nevada Dropout Prevention Summit
(PowerPoint, 300K, 11/08)
MIND Research Institute Forum
(PowerPoint, 3MB, 10/08)
Alaska Legislators and Educators: Dropout Prevention
(PowerPoint, 792K, 10/08)
Alaska Legislators and Educators: P-16
(PowerPoint, 432K, 10/08)
Kauffman Math and Science Seminar
(PowerPoint, 5.5MB, 5/08)
New York Black, Puerto Rican, Hispanic and Asian Legislative Caucus Weekend
(PowerPoint, 108K, 2/08)
Colorado P-20 Council
(PowerPoint 92K, 2/08)
Nevada P-16 Advisory Council
(PowerPoint, 217K, 12/07)
Colorado Dropout Prevention Summit
(PowerPoint, 540K, 12/07)
ECS 2007 Fall Steering Committee Meeting
(PowerPoint, 222K, 11/07)
Oklahoma Senate Education Committee
(PowerPoint, 977K, 10/07)
ECS 2007 National Forum on Education Policy
(PowerPoint, 319K, 7/07)
Welcome to the Education Commission of the States' High School Database
The College-Ready Standards database provides 50-state policy information on whether all students are required to complete a college/employer-recommended curriculum (defined here as four years of English, three years of math that includes Algebra I and II and geometry, three years of lab science and three years of social studies) or take the ACT or SAT.
Why this issue matters
- Students benefit when high school exit expectations are aligned with college entry requirements.
- Even non-college-bound students benefit from more rigorous (and consistent) curricula aligned with college or workforce expectations.
- Students who might not otherwise consider themselves college material benefit from taking college entrance exams.
Why our methodology matters
- Primary resources: ECS draws its information primarily from state statute, rules and regulations, recently enacted legislation, executive orders, and other primary source documents.
- As needed, policies (and their interpretation) are confirmed with state-level staff.
- We believe that policy helps institutionalize practice.
- Our goal is to document where the underlying authority lies, and where consensus has been strong enough to adopt a common approach.
Related ECS products
- High School Graduation Requirements database
- High School-level Assessment database: High school-level assessments include college-ready measures data point
- Alignment of high school graduation requirements and state-set college admission requirements database
- Policy brief: Ensuring Rigor in the High School Curriculum: What States Are Doing (January 2006)
- Policy brief: Embedding College Readiness Indicators in High School Curriculum and Assessments
- StateNote: Mathematics and Science Education in the States
- StateNote: Alignment of High School Graduation Requirements and State-Set College Admissions Requirements
Jennifer Dounay Zinth, senior policy analyst
All information available in the College-Ready Standards database for the 50 states, three territories and D.C.
Use the diagram below to view the components of state-level high school reform, and their relationship to one another.
Please contact Jennifer Dounay Zinth (email@example.com or 303.299.3689) with any questions on the High School Policy Center, or on high school policy and research.