Accountability Policies and Readiness for College for Diverse Students

Abstract

Following a national trend, state policy has focused on accountability measures such as high-stakes high school exit exams, standards-based reforms, and graduation curriculum requirements. Yet the effect of these accountability policies on students’ readiness for college is relatively untested. In a multilevel model (students within states), the study asked, “Are accountability school reform policies positively or negatively associated with readiness for college for students from different ethnic and income groups?” Exit exam policies and degree of implementation of state standards were not significantly related to academic readiness as measured by composite SAT scores. Math graduation numeric curriculum requirements were negatively related to SAT score for Whites.

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