Research by ADP indicates that regardless of whether students go on to college or into the workforce after graduation, they still need the same knowledge and skills, particularly in English and mathematics. At a minimum, high school course requirements need to cover four years of rigorous English and four years of math, including the content found in Algebra I, Geometry and Algebra II or their equivalents, as well as data analysis and statistics.

While nearly every state requires students to study specific subjects for a certain number of years or to take specific courses to graduate, only recently has there been momentum in states to ensure that all students are graduating with a diploma signifying college and career readiness. Twenty-one states and the District of Columbia have raised graduation requirements to include four years of rigorous English and math through Algebra II, or its equivalent.

Why It’s Important

States are being spurred on by concerns about the changing economy and the need to bolster economic competitiveness. These efforts also have been buoyed by research indicating that more rigorous study is crucial to reducing the achievement gap between white and minority students. Taking challenging math courses through at least Algebra II halves the gap in college completion rates between African American and Latino students and their white peers. (U.S. Department of Education)

Research also shows that students who take more rigorous courses are significantly more likely to succeed in postsecondary education and the workplace than other students.

• 79 percent of college students who had to write a lot in high school, including term papers and research reports, say they are more prepared for college-level writing. (Achieve)
• The vast majority (84 percent) of those who hold highly paid professional jobs have taken Algebra II or higher. (Educational Testing Service)
• Non-college students who took Algebra II or higher are far more likely to say they are prepared for the math they will face at work (68 percent). (Achieve)
• Three-quarters (75 percent) of non-college students who did a great deal of writing in high school say they are well prepared for the quality of writing expected at work. (Achieve)

Additionally, requiring a rigorous curriculum for all advances equity for minority and low-income students. (National Center for Education Statistics)

• Fewer than half of African American, Latino, and Native American graduates take math beyond Algebra II, compared with 69 percent of Asian and 54 percent of white graduates. (NCES)
• Only 33 percent of students from disadvantaged families take math beyond Algebra II, compared with 72 percent of affluent students. (NCES)