In a recent report, EdSource shined a bright light on something that many California residents probably were not aware of: nearly half of the state’s high school graduates are ineligible to attend either of its public four-year university options, the University of California (UC) and the California State University (CSU) systems. The primary reason for this is that graduates in staggering numbers are unable to meet the course taking requirements for admissions, known as the ‘A-G requirements.’ The A-G requirements call for students to pass fifteen courses in various subject areas with a grade of ‘C’ or better in each to be eligible. It should be noted that being eligible does not mean a student will be admitted.
Over the last decade, graduation rates and A-G completion rates have risen, but only incrementally as illustrated in the chart below.
When taking a closer look at the data for the Class of 2023 by race and ethnicity and program subgroup, substantial achievement gaps are exposed, as displayed in the charts below.
These findings are hardly a revelation to most school and district leaders or state policymakers. Virtually every school and district explicitly communicates that 'College and Career Ready Graduates' is an expected outcome. The article that separates the words 'College' and 'Career' is what matters most, because it means ‘both,’ not ‘either or.’ Likewise, the word 'College' is usually meant to be encompassing of both community colleges and four-year institutions, not either or.
For years, schools and districts have outlined detailed plans to improve A-G completion through the myriad of plans that are required to be developed annually, including Local Control Accountability Plans (LCAP) at the district level and School Plans for Student Achievement (SPSA) at the school level. Further, addressing A-G completion rates for all students and student groups has always been a key part of the ‘self-study’ process that all California public high schools go through as part of the accreditation process. Finally, California included the metric under the ‘College/Career Indicator’ indicator in its accountability model and ‘dashboard’ in 2018.
Despite all this, the problem widely persists. Why? It is obviously not due to a lack of awareness, willingness to act, or effort. Instead, it is the complexity of what it takes to move the needle beyond small incremental improvements like the ones realized in California over the last decade that makes it so challenging. I have found from my own experiences as an education leader for the last twenty years and from those of my colleagues that addressing a few key areas are critical for raising A-G completion to new heights, beginning with raising expectations and changing mindsets.
Raise Expectations and Change Mindsets
Ensuring every student is fully prepared to attend a four-year college should lie at the heart of our educational mission. This means challenging the misconception that not all students are destined for such paths and directly addressing the disparities in A-G requirement completion.
The stark reality that less than a quarter of California Community College entrants transfer to a four-year institution within four years of enrolling underscores the urgency of this issue. Our commitment should be to provide every student with an education that keeps the door to a four-year college open, fostering an environment where the autonomy to choose one’s future is a right, not a privilege. This entails a collaborative effort to elevate expectations, ensuring students of all backgrounds view attending a four-year college or university not just as an option, but as an attainable goal. Recognizing the evolving job market, where a four-year degree is increasingly essential for high-demand careers with significant growth and advancement opportunities, makes this mission even more critical.
I acknowledge that not every student will attend a four-year college or university following high school graduation. Some might take a gap year, start a career, or attend a community college. It is important however for these students to be able to navigate a pathway to obtaining a bachelor’s degree later in life to meet their specific career and life goals. This means that every student must leave high school possessing the skills and academic foundation necessary for success in a four-year college or university whenever the time is right.
Educators are facilitators of potential, not gatekeepers of opportunity. This should be our guiding principle, as we work to prepare students for a future that includes the possibility of attending a four-year college, should they choose to do so, and succeed in a competitive job landscape.
Eliminate Barriers
To dismantle the barriers that hinder students from meeting A-G requirements, it is critical to conduct an in-depth analysis to identify what is getting in the way. Aligning high school graduation requirements with A-G standards, especially in key subjects like math and science, can help to prevent students from being ineligible for university admission. Ensuring a broad range of courses are recognized for A-G credit and reevaluating course sequences and prerequisites can mitigate systemic roadblocks. It can be helpful to enlist the help of a partner like The Education Trust - West that has a proven track record in helping schools and districts with this work.
Expanding course accessibility through online learning and dual enrollment with local colleges addresses the diverse needs and challenges that students sometimes face. These alternative paths to course completion provide additional ways for students to meet the A-G requirements, overcoming issues such as staffing shortages, limitations with course offerings, and impacted schedules, while also accommodating various learning styles. By offering flexible options, we make completion of these requirements more attainable for all students.
Actively removing these barriers underscores our commitment to educational equity, enabling every student the opportunity to pursue multiple higher education options after high school and achieve lifelong success in their chosen careers. This strategic approach fosters a learning environment where educational accessibility and success are within reach for all students, paving the way for a more inclusive and equitable future.
Increase Support
To effectively support students in meeting A-G requirements, a multifaceted strategy is key. Initiatives like AVID establish and maintain a college-going culture in schools, helping all students see a four-year college or university as a viable option and providing support to get them there. This can be supported by robust Multi-Tiered Systems of Support (MTSS), which address both the academic and socio-emotional needs of students through personalized interventions, including tutoring and course recovery options.
Strengthening counseling teams with additional support by adding college and career counselors is key for helping students and parents navigate the A-G requirements. The additional support helps ensure personalized guidance for each student that aligns with their specific college and career goals through a coordinated team approach. Regular check-ins enable counselors to offer timely advice, keeping students on course. Technologies like MajorClarity by Paper can streamline these efforts, aiding counselors and administrators in providing effective support.
Cultivating a sense of belonging is key for ensuring the success of underrepresented and underserved students who may be accessing the more rigorous coursework associated with the A-G requirements for the first time. A supportive school environment, where students feel valued and connected, enhances their motivation and academic resilience. Positive and supportive relationships between teachers, staff, and their students are a crucial and essential element of a student-centered culture. Schools, with support from organizations like Equal Opportunity Schools through tools like 'student insight cards,' can tailor their approach, ensuring students are empowered to confidently pursue their educational ambitions. This focus on inclusivity and support is vital for students as they navigate these rigorous courses.
Engage and Empower Parents
To effectively engage and empower parents in their children's journey toward college readiness, a comprehensive approach is essential. By recognizing parents as key partners beginning in elementary school, we can introduce the concepts of college and career planning earlier, establishing a foundation of knowledge and expectations. For instance, during my tenure as Superintendent of the Monrovia Unified School District, we launched a partnership with the Parent Engagement Academy to offer workshops for parents that clarify the difference between high school graduation and A-G requirements and empower them parents with strategies, resources, and tools to monitor and advocate for their students' progress.
As students enter high school and advance toward graduation, regular check-ins with parents are key. These meetings should focus on evaluating students' progress towards both graduation and A-G completion, discussing strategies to remain or get back on track. Such engagement ensures parents are well-prepared to support their children's success, making the effort towards ensuring all college options are available by the end of the journey a united effort.
Conclusion
While the data presents a stark reality of the current state of college readiness among California's high school graduates, it also presents an opportunity. This is a call to action for all educational stakeholders to unite in a concerted effort to elevate expectations, dismantle barriers, amplify support, and strengthen parent partnerships. The journey towards educational equity and excellence is complex and challenging, but it is within our reach if we commit to these transformative strategies. Let us take this moment to bring needed change, ensuring that every student is equipped with the knowledge, skills, and attributes to thrive in the rapidly changing world that awaits them after they leave our schools and ensure that all doors are open to them.
Dr. Ryan Smith, with 20 years of leadership experience in public education, is dedicated to ensuring every student receives an outstanding education and reaches their highest potential. Through his service as Superintendent of the Monrovia Unified School District and in other key leadership roles, his commitment to putting students first has driven success and positive change across various schools and districts. Learn more about Dr. Smith at his website, on LinkedIn, or X.